Exaninatlona  as  educational  means 
with  special  reference  to  the  method  of  8elf«>exaiainati(m 


By 

Harvey  Leathenaan  Eby 
A,  B.  (Yale  University)  1910 

THESIS 

Submitted  in  partial  satisfaction  of  the  requirements  for  the  degree  of 

MASTER  OF  ARTS 
in 

^d u  ca  //'  6  n 

in  the 

GRADUATE  DIVISION 

of  the 

UNIVERSITY  OF  CALIFORNIA 


^     S^ 


Inst rue  ter 


Approved 

7r  in  Charge 


Deposited  in  the  University  Library 

Date  Librarian 


eOucfr 


L34 


CHAPTER       I.  IBIRODDCTIOB 1-3 

CHAPTER     II.  laSTORT,  P0RPOSF.S,  ^D  IXBDS  OF  EXAiaSATIOHB  4-18 

A*  Burly  lUatory  of  EaamiaationB 4 

B»  Change  in  Type  and  Character 6 

C«  Kinds  ond  Purpose  of  Hbcaminationa T 

D*  Hsana,  Methods  and  Functions  of  Eagsainations  12 

CHAPTER  III.   FSOSiQI  i^ND  PROCSDTBB 14-28 

A.  Definition  of  Terms •  14 

B*  The  Approaches  to  the  Froblaa IS 

C«  The  Specific  Problem ••  20 

P*  Method  and  Source  of  Data     • 23 

I*  Senw  AaMes  of  the  Set  Exszoination  •   .  •  23 

II*  Sane  Phases  of  the  Self  Exsmination     .   .  24 

CHAFTER     IV*  DATA  OB  THE  SET  HUlilHATIQN  WITH  IHTEBPRBIATIOI  29-59 

A*  Oeneral  statement  •••••  29 

B*  Feelings  at  Aanouncement  and  Causes  •   •  •   .    .  89 

C*  Hubits  of  Stxxdy 37 

D«  Feelings  at  Talcing  Eaudnation 41 

£•  Svalxiation  of  Set  Sauoinations     .......  4ft 


sr.satn 


ii 


CHA.PTER       T.   MTA  m  SELF  EZAIOHATIGH  ASD  IHTERFBETATIOB  57-90 

A*  Oeneml  Statoment  •••••••..••••  67 

B*  Fe«ling8  at  Announcement  and  Causes  ....  57 

C.  Habits  of  Study  and  Their  Emluation     •  •   •  67 

D«  Feelings  at  Preparing  Self  faantitntttion     •  •  74 

£•  The  Self  fixsoinatlon  Evalixated 81 

F«  Effect  on  Study  liabits  and  Iteaoxy  .   .   •   •   •  88 

CHAPTEB     VZ.  A  OOHnuOSOB  AKD  I?AUIATI0B  OF  THE  MTA   .  .  91  -  U5 
A*  Fe«llngs  Tovard  Two  Typos  of  Rxaminations  .  91 

B*  Study  liabits  of  Two  Uethods  CompE.red     •  •  •  104 

C«  Dii^ot  Smluation  «f  tlis  Two  Hsthods     ...  106 

CHAPTER  m.  BSZB08FBCT 116-127 

A.  Critioisni  of  the  Uethod lU 

B.  Additional  Problsms  for  Study 119 

C.  The  Hei  fiMults 128 


Digitized  by  the  Internet  Archive 

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http://www.archive.org/details/examinationsasedOOebyhrich 


CHAPTER  I. 
IKTRODUCTIOW. 

The  UhiTorsity  of  California  derotes  about  tiro  and  one-half  ireeks 
each  semester*  or  fire  weeks  of  the  oollegiate  year  to  the  matter  of 
final  exaainations*  Besides  this,  in  the  majority  of  courses^  /^h?**^  ^^^ 
at  least  tvo  mid*terms  eaoh  semester,  or  four  mid-terms  a  year.   In  the 
ease  of  a  tvo  unit  course,  this  means  another  two  weeks  deToted  to  the 
Bxibject  of  examinations.   It  would  thus  appear  that  six  or  seven  weeks 
of  the  thirty-six  'weeks  of  the  standard  college  year  are  consumed  by  the 
facility  and  students  in  giving  and  taking  examinations.   This  means  that 
from  sixteen  to  twenty  per  cent,  of  the  total  time  in  college  is  giren 
OTer  to  examinations.   Put  in  still  another  way,  about  six  or  seven  months 
of  a  standard  college  course  of  thirty-six  months,  are  set  aside  for 
examinational  piu'poses.  Or  again,  if  the  examination  progr«un  were  dis- 
tributed more  evenly  throughout  the  year,  instead  of  being  principally 
massed  into  two  solid  blocks  of  time,  one  at  the  end  of  each  semester, 
we  should  have  every  fifth  or  sixth  day  taken  up  with  the  effort  of  test- 
ing the  effectiveness  of  college  teaching. 

The  importance  or  magnitude  of  the  problem  may  be  made  to  stand 
out  further  by  considering  it  in  connection  with  the  size  of  the  student 
body  at  the  University  of  Calfomia.  To  take  one-fifth  or  one-sixth  of 
one  student's  time  in  college  to  find  out  irfiat  he  knows  or  what  he  can 
do,  mostly  what  he  knows  of  certain  sxibject  matter,  or  to  give  that  time 
over  to  the  student  to  prove  himself,  may  not  of  itself  se«a  a  very  large 


2. 


or  important  problem.  But  to  tak*  six  or  soTen  months  out  of  tho 
thirty-six  months  spent  in  college  by  eaoh  of  the  ten  thousand  or  more 
students 4  makes  the  problem  asstme  much  larger  proportions.  We  may  say 
that  the  fact  that  a  man  spends  twenty  oents  of  the  one  dollar  at  his 
disposal  one  ivay  or  for  one  thing  as  against  spending  the  eighty  oents 
of  that  dollar  some  other  tVay,  may  not  give  rise  to  any  demand  for  a 
more  efficient  accounting  system  on  his  part.  HoweTor,  when  one  has 
|10«000  to  invest f  the  oue»fifth  of  that  amount  in  question  would  make 
the  problem  bulk  larger,  and  would  most  probably  call  for  a  olose  scrutiny 
of  the  different  fields  of  investment*  the  returns  on  each,  and  the  like. 
Ten  thousand  students  spending  six  weeks  in  examinations  eaoh  year  would 
■mke  the  aggregate  of  months  thus  spent  fifte«\  thousand  in  all.   If  it 
costs  the  college  student  on  an  average  of  sixty-  dollars  a  month,  the 
money  value  of  the  time  represented  in  examinations  would  be  nearly  one 
million  dollars,  to  say  nothing  of  the  cost  of  ma5.ntenance,  operation, 
and  instruction  on  the  part  of  the  Dhiversity  itself. 

This  view  of  the  problem  of  aoaderaic  examinations  would  seem  to 
Justify  the  raising  of  several  important  questions,  such  as:  What  is  the 
nature  of  the  returns,  or  the  net  results  from  examinations,  as  usually 
conducted?  Are  im   getting  the  results  we  have  assxaied  that  we  are  getting? 
Are  there  any  byproducts  or  disadvantages  that  accompany  the  usual  examina- 
tional  system  which  would  seem  to  impair  or  to  outweigh  th««  advantages?  Do 
the  net  results  justify  the  time  devoted  to  securing  them?   Could  the  time 
given  over  to  examinations  be  used  to  better  purposes?  Is  the  method  of 
examination,  as  usually  adopted,  the  best  method;  or  could  some  other 


s. 


method  be  substituted  therefor  with  adTantage  to  all  oonoerned?  In 
other  irords,  shotild  not  such  a  vast  soheme,  -vast  in  time,  energy,  and 
money  expended  on  it,  as  veil  as  in  the  ireight  it  carries  in  determining 
the  marks  or  standings  of  the  students  in  the  ••reral  courses,  be  made  to 
justify  itself;  or,  failing  to  do  that,  make  room  for  something  better? 
Would  it  not  seem  perhaps  to  merit  much  more  attention,  both  in  quantity 
and  quality,  than  it  is  apparently  getting? 

That  there  is  oonsiderable  interest  in  the  question,  both  among 
the  students  and  the  faculty  of  the  Uniyersity  of  Calfornia  is  reflected 
In  the  student  publication.  The  Daily  Californian.  The  questions  discussed 
therein  are  chiefly  the  necessity  and  purpose  of  examinations,  their  ef* 
fectiveness,  cheating,  and  the  honor  spirit  designed  to  abolish  cheating, 
together  with  a  discussion  of  ways  and  means  of  putting  such  honor  spirit 
into  fxill  effect.  The  general  newspaper  and  magazine  literature  on  the 
subject  also  shows  a  wide  and  -varied  interest  in  the  different  phases  of 
school  examinations.   It  would,  howeTer,  lead  us  too  far  afield  to  examine 
into  the  kind  and  qxjality  of  this  literatiire.   It  will  be  sufficient  at 
this  point  to  state  that  this  study  represents  an  approach  to  the  problem 
different  from  suiy  previous  approach,  as  revealed  by  an  investigation  of 
•uoh  literature.  For  the  purpose  of  perspective,  it  may  be  found  profit- 
able to  take  a  brief  survey  of  the  history,  kinds,  and  purposes  of  examina- 
tions  in  the  next  chapter. 

We  understand  that  there  is  a  committee  of  the  President  of  the  University 
of  California  working  through  a  special  investigator  on  the  problem  of 
University  Examinations,  but  its  findings  have  not  yet  been  made  public* 


4. 


CHAPTER  II. 
BISTORT,  PURPOSES,  AHD  KINDS  OP  EXAHINATIOfTS. 

A.  Early  History  of  Examinations. 

An  InTostigatlon  of  the  history  of  ezaminatlons  leads  one  to  the 
oonclusion  that  they  are  almost  as  old  as  the  prorerhial  hills.  They  are 
at  least  so  old  as  "the  memory  of  man  rimneth  not  to  the  contrary.**  There 
are  records  of  examinations  having  been  used  in  China  as  early  as  2200  6.C* 
as  periodic  tests  of  officers  in  the  public  serrice.   It  is  recorded 
that  the  Oreat  Shun  examined  his  officers  every  third  year.  They  were 
then  either  promoted  or  dismissed  from  the  service   as  the  examination 


■esBMd  to  'warrant.  Examinations  for  the  selection  of  officers  for  the 
public  service  came  into  use  about  1115  B.C.   In  these  examinations  candi- 
dates for  office  had  to  show  proficiency  in  music,  archery,  horsemanship, 
writing,  arithmetic,  and  the  rites  and  ceremonies  of  public  and  social 
life."   It  Is  not  improbable  that  examinations  as  a  method  In  education 
were  already  old  when  we  get  our  first  glimpse  of  them  In  China.  It  Is 
said  that  "this  system  of  examinations  Is  the  oldest  educational  tnstfus" 
Menal  institution  in  the  world." 

Though  examinations  have  thus  been  shown  to  have  had  their  beginning 
in  hoary  antiquity,  it  is  not  supposed  that  our  modem  examinations  take 
their  rise  from  these  ancient  examples.  There  Is  no  agreement,  however, 
among  authors  from  just  what  source  they  originated,  nor  the  date  of  their 

Examinations,  Encyclopaedia  Britannlca. 
**  K«Bp«  B.  L.,  History  of  Education,  1901.  J,  B.  Llpplncott  Co.  P.  20. 


institution.   One  inriter  puts  it  this  way: 

"When  the  Emperor  Antonius  Pius*  created  the  first  public  pro  - 
fessorship  at  Athens,  he  unintentionally  institutionalized  one  feature 
of  instruction  which  has  exacted  rather  a  larger  tribute  of  human  energy 
than  is  its  due.  For  the  practice  came  into  being  that  the  teacher  who 
was  to  be  paid  out  of  the  imperial  treasury  should  be  selected  from  the 
whole  number  of  candidates  for  the  post,  by  means  of  an  examination."** 

Examinations  had  no  sooner  been  established  as  a  means  of  select- 
ing professors  for  university  teaching,  than  their  use  spread  to  other 
pTirposes.  Of  this  spread  Dr.  Moore  says  further: 

"And  the  professors,  having  learned  how  important  examinations 
were  to  themselves  quickly  passed  them  on  to  their  students.  Education 
had  gone  on  for  some  six  hundred  years  or  more  in  Qreeoe  without  them, 
and  It  had  been  able  to  do  its  work  well,  as  the  results  of  the  Socratlo 
age  show.  Nevertheless  they  became  an  essential  part  of  its  proced\ire, 
and  in  the  eyes  of  many  students  cmd  teachers  the  determining  feature  in 
its  work." 

By  others  it  is  said  that  "the  majority  of  examinations  in  western 
countries  are  derived  from  the  university  examinations  of  the  middle  ages" 
and  that  the  "earliest  university  examinations  of  which  a  description  is 
available  are  those  in  civil  and  canon  law  held  at  Bologna  at  a  period  sub- 
sequent to  1219."     According  to  the  aaae  authority,  competitive  exami- 
nations for  qualifying  and  selective  purposes  had  been  developed  con* 
siderably  at  the  University  of  Louvaln  by  the  fifteenth  century,  and  that 
examinations  for  the  B.  A.  and  U.  A.  degrees  were  established  at  Oxford, 
1636-1638.  A  third  author,  after  remarking  that  "the  earliest  type  of 
exaoination  idilch  prevailed  was  oral,"  goes  on  to  tfay: 

The  reign  of  Antonius  Pius  was  138  -  161  A.  D, 

Moore,  £.  C,  What  is  Education?  Sinn  and  Company.  1915.  P.  282. 

*** 

Examinations,  Encyclopaedia  Britannioa. 


6. 


"The  irritten  examination  tias  unknown  at  the  uniTersities  probably 
\mtil  1702,  when  it  was  introduced  by  Bentley  at  Trinity  College, 
Cambridge.  Practical  examinations  had  been  employed  for  a  long  time  in 
the  medieval  universities  in  «uoh  a  subject  as  medicine.  But  the  examina- 
tion in  its  modern  form  is  a  development  of  the  eighteenth  century. "<' 

B.  Change  in  Type  and  Character. 

It  would  be  most  interesting  and  instructive  to  trace  the  changes 

in  type  and  character  that  the  examinations  have  undergone  since  they 

were  first  used  in  the  medieval  universities;  b\xt  a  series  of  quotations 

from  Dr.  Moore  and  others  shall  have  to  satisfy  this  point  for  present 

purposes. 

"The  first  universities  were  nothing  but  gilds  or  unions  of 
teachers.  They  adopted  the  gild  method  of  applying  technical  tests  to 
the  student  who  sought  admission  into  their  company  as  masters."  These 
tests  "consisted  of  certain  private  examinations,  a  sample  lecture  on 
the  maintaining  of  a  thesis  and  his  solemn  inception  into  the  gild.  This 
aoadenio  ceremony  tested  the  ability  of  the  candidate  to  do  what  he  was 
henceforth  to  do,  namely,  teach  certain  books  according  to  certain  es* 
tablished  methods.   It  was  an  ordeal  made  necessary  by  its  object." 

"The  modern  examination  has  preserved  almost  every  feature  of  the 
mediaeval  one  save  its  object.  That  older  one  was  employed  to  find  out 
whether  a  man  was  fit  to  do  a  certain  thing  that  he  aspired  to  do.  The 
modem  examination  exists  primarily  to  determine  whether  the  student  knows 
what  it  is  conceived  that  he  should  know.  This  change  in  pxirpose  made  it 
possible  for  the  examination  to  take  the  form  of  written  answers  to 
written  questions.  Written  examinations  having  been  invented  quickly 
commended  themselves  as  an  easily  workable  device  which  every  teacher  of 
no  matter  what  subject  should  apply  early  and  often. ""** 

In  substantial  agreement  with  the  foregoing  quotation  are  the 

following  with  respect  to  the  natvire  of  these  early  exeiffllnations  and 

their  purpose* 

"In  the  mediaeval  examinations  we  find  most  of  the  elements  of 
our  present  examinations  such  as  certificates  of  previous  study  and  good 

♦ 

Examinations,  Cyclopedia  of  Education,  1911.  Edited  by  Paul  tfonroe. 
The  Uaomlllan* Company. 

*♦ 

Moore,  E.  C,  What  is  Education?  pp.  282,  283,  284. 


7. 


oonduet,  preparation  of  set-books,  questioning  on  subjects  not  speoially 
prepared*  dirision  of  examinations  into  various  parts*  classification  in 
order  of  merit." 

"At  their  best  they  (these  early  university  examinations)  fulfilled 
precisely  the  technical  purpose  for  which  they  were  intended;  they  fully 
tested  the  capacity  of  the  candidate  to  teach  the  subjects  which  he  was 
required  to  teach  in  accordance  with  the  methods  which  he  was  reqtxired  to 
use."* 

C*  Kinds  and  Purpose  of  Examinations. 

There  is  no  standard  classification  of  or  a  generally  accepted 
noaenclattire  available  for  use  in  a  discussion  of  the  subject  of  examina- 
tions. A  complete  investigation  of  the  different  types  of  examinations  in 
use  together  with  the  purposes  and  methods  of  such  exauninations  with  a 
view  to  establishing  a  standard  classification  and  developing  a  nomenclature 
that  would  be  generally  acceptable  would  be  a  most  important  study  within 
Itself.  We  may  here  only  sketch  and  outline  the  different  kinds  and  classes 
of  examinations  with  their  several  purposes*  rather  loosely  though  it  my 
be.  Neither  the  classes  nor  the  list  is  intended  to  be  exhaustive  but 
rather  only  suggestive  as  to  the  wideness  of  the  field  or  subject. 

First*  there  are  the  three  broad  general  classes*  such  as  civil 
service*  professional*  and  school  examinations,  ^hile  as  suggested*  no 
■harp  lines  will  be  drawn  between  these  several  types  of  examinations* 
yet  it  may  be  said  in  a  general  way  that  the  first  two  are  used  as  means 
in  public  administration*  while  the  last  are  devices  or  means  adopted  in 
schools  for  educational  purposes,   (a)  Civil  service  examinations  are  ex- 
aminations conducted  by  or  tinder  the  authority  of  some  political  unit* 


* 
Examinations*  Encyclopaedia  Britanniea. 


8. 


vhether  state  or  national,  for  the  purpoae  of  classifying  and  selecting 
fit  and  proper  persons  for  the  public  service;  (b)  professional  examina- 
tions are  like^se  usually  conducted  by  or  under  the  authority  of  soa* 
political  or  eiril  unit,  whether  state,  county,  or  munioipality,  for  the 
purpose  of  selecting  qualified  persons  to  teach  in  the  public  schools, 
and  for  admission  to  the  practice  of  law,  medicine,  dentistry,  pharmacy, 
and  the  like;  (e)  school  examinations  we  shall  roughly  understand  to  mean 
those  soraenhat  regular  or  periodic  tests  of  knowledge,  of  either  special 
or  general  capacity  or  fitness,  conducted  either  by  the  school  authorities 
themselves  or  by  some  body  or  authority  independent  of  the  schools,  for 
the  purposes  of  selecting,  classifying,  grading  or  narking,  and  promoting 
students.   School  examinations  fall  into  three  general  classes:   (l)  entrance 
examinations;  (2)  examinations  in  course;  and  (S)  sohool>leaving  examina- 
tions* 

Second,  examinations  may  be  elassified  on  the  basis  of  the  nature 
of  the  exercise  or  materials  involved;  as,  (a)  practical  or  laboratory 
examination;  and  (b)  the  theoretical  or  knowledge  examination.  The  former 
requires  the  doing  or  making  scn^t^iljog,  or  as  performing  an  experiment  in 
a  laboratory.  It  partakes  of  the  xxature  of  applied  knowledge  and  skill. 
The  theoretical  examination,  on  the  other  hand,  is  a  test  of  knowledge, 
of  principles  involved  and  the  like,  and  partcJces  of  the  nature  of  a  mental 
exercise. 

Third,  school  examinations  are  sometimes  classed  as  "honor"  or 
"pass"  examinations,  as  is  the  case  in  English  Colleges  and  Universities, 
being  distinguished  in  part  by  their  relative  degree  of  difficulty  or 


9. 


extent  of  ground  covered.   Students  seeking  honors  are  required  to  take 
the  more  diffiotilt  "honors'*  examinations,  while  all  other  students  are 
permitted  to  take  the  easier  "pass**  examination. 

A  fourth  class  if  iofition  of  examinations  is  sometimes  made  as  (a)  in- 
ternal,  and  (b)  external^  according  as  the  examination  lists  originate  vith 
the  teaching  staff  or  irith  some  authority  dissociated  from  the  teaching 
staff.   Internal  examinations  are  those  in  ifhioh  the  teaching  and  examin- 
ing functions  are  combined,  and  external  examinations,  those  in  which  the 
two  functions  are  separated.   It  is  said  that  the  "teaching  and  examining 
fxmotions  of  a  university  were  dissociated  for  the  first  time  at  the  in- 
corporation of  the  Ihfiiyersity  of  London,  1836.  The  teachers  had  no  share 
in  the  appointment  of  the  examiners  or  in  determining  the  curricula  for 
examinati  ons . " * 

The  examinations  in  England  are  perhaps  the  most  noted  external 
examinations,  while  the  regents*  examinations  in  the  state  of  Hew  York 
are  the  best  example  of  the  same  kind  in  America. 

r 

.    Another  writer  would  classify  school  examinations  as  of  "two  sorts, 
the  intraterm,  commonly  called  'tests',  and  the  interterm,  called  'finals*."** 
This  suggests  also  the  classes,  "mid-terms"  and  "finals";  or  "preliminaries" 
and  "finals. •• 

Sixth,  there  are  irtiat  are  sometimes  called  (a)  oomprehensive  ex- 
aminations, and  (b)  subject  examinations.  By  a  cooprehensiTe  examination 
is  understood  an  examination  in  a  field  as,  say,  mathematics,  while  a 

♦  ■  ' 

Examinations,  Encyclopaedia  Britannica. 

Earle,  S.  C,  Examinations  in  English.  English  Journal,  Vol.  III. 
December,  1914.  pp.  612-619. 


10. 


subject  examination  would  be  an  examination  in  a  single  subjeot  of 
■athematics,  as  arithmetic  or  geoaetry.  Or  again,  a  comprehensire  e:^- 
•mination  would  be  one  in  the  entire  field  of  history  or  literature, 
while  a  subject  examination  would  be  one  confined  to  a  special  phase  in 
each  of  these  fields,  as  Amerioan  history,  or  the  law  and  technique  of 
the  drama* 

Serenth,  much  has  been  said  in  recent  years  about  objeotlTc 
measurements.  The  term  objective  would  suggest  its  opposite,  subjective. 
Thus,  examinations  are  subjective  or  objective  according  as  the  rating* 
evaluating,  or  marking  of  the  same  is  more  or  less  a  matter  of  subjective 
or  personal  opinion,  or  whether  the  evaluating  may  be  done  by  some  con- 
stant, fixed,  external  standard.  A  teacher  giving  her  pupils  a  writing 
test  and  then  rating  such  writing  according  to  her  own  individual  notion 
of  what  constitutes  good  and  poor  penmanship,  would  be  an  exanqple  of  a 
subjective  examination;  whereas,  the  rating  of  such  samples  of  writing 
by  means  of  a  graded  or  standardized  writing  scale  wotild  Illustrate  the 
objective  examination.  The  objective  and  subjective  examinations  suggest, 
in  a  measure,  the  fourth  classification  above,  the  external  and  internal 
examinations.  A  teacher  examining  her  pupils  in  terras  of  her  crm   teach- 
ing and  standards  may  be  said  to  measure  her  pupils  subjectively  while  an 
examination  given  by  soma  one  other  than  the  teacher,  the  teacher  having 
no  share  in  determining  the  examination  questions,  beeoaes  more  of  an 
objective  examination. 

Closely  z^lated  to  the  objective  and  subjective  examinations  are 
the  terms  standardized  and  unstandardized  edTioational  measures,  scales. 


u. 


or  tests.  Th«  standard  tests,  scales,  or  measures  are  ezeroises, 
problssM,  or  samples  of  aocomplishments  of  known  difficulty  arranged  in 
a  series,  the  seune  being  widely  aocepted  and  used  as  measures  of  Talue, 
for  the  purpose  of  oooparing  the  aehieToments  or  natire  abilities  of 
pupils.  The  usual  sohool  examinations,  the  lists  being  prepared  for 
the  particular  occasion  each  time,  irould  be  examples  of  unstandardised 
examinations. 

ninth,  a  further  classification  nould  be,  (a)  mental  or  intelli- 
gence tests,  and  (b)  educational  measurements.  In  the  case  of  the  former 
the  piirpose  is  to  measure  native  mental  ability  or  intelligence,  power 
or  capacity,  while  in  the  latter  the  aim  is  to  measure  school  ability 
or  aohievement  iihioh  is  the  result  of  training. 

Tenth,  various  terms  are  applied  to  examinations,  such  as  tests, 
written  re-flews,  quizzes,  aocording  as  the  objeet  or  purpose  in  the  Tiew 
of  the  instructor,  or  the  length  of  time  to  be  oonsuned  in  taking  them, 
my  Tary.  The  briefer,  more  frequent,  regular  or  irregular,  informal 
ones  are  often  called  tests  or  quisses,  or  even  written  roTiews,  while 
the  longer,  less  frequent,  more  formal  and  difficult  ones  are  usually 
styled  examinations. 

An  eleventh  classification  was  suggested  in  the  preceding  para- 
graph, that  of  informal  and  formal  examinations,  with  the  distinction 
between  the  two  types  being  similar  to  that  given  abore. 

Twelfth,  examinations  may  be  either  public  or  private,  according 
as  they  are  conducted  by  some  public  or  private  authority;  or  aocording 
aa  they  are  open  to  the  public  or  to  only  a  selected  group. 


12. 


Thesis  examinations  are  sometimes  set  aside  as  a  speoial  type 
or  olass,  in  irtiioh  the  chief  object  is  the  quizzing  on  and  the  defense 
of  a  thesis  prepared  by  a  candidate  for  a  degree* 

Lastly,  examinations  may  be  either  oral  or  vritten. 

The  difficulty  of  classifying  was  recognized  at  the  outset,  and 
nas  so  stated.  This  difficulty  arises  from  the  fact  that  the  terms  used 
to  designate  the  several  classes  are  not  mutually  exclusiTe.  Instead, 
a  single  class  may  cut  across  all  the  other  classes,  as  is  practically 
the  case  vith  the  oral  and  inritten  forms  of  examinations.  As  vas  sug- 
gested in  the  beginning,  to  derire  a  scientific  classification  of  exami« 
nations,  and  derelop  a  standardised  nomenclature  for  the  same  might  of 
itself  be  a  -worthy  study. 

D*  Means,  Methods  and  Functions  of  Examinations.  •/ 

The  sereral  purposes  of  examinations  had  to  be  discussed  in  part 

at  least,  in  connection  irith  the  consideration  of  the  different  classes 

of  such  examinations.  We  have  already  seen  that  examinations  are  carried 

out  by  means  of  (l)  written  papers;  (2)  oral  qtiizzes;  (3)  practical  or 

laboratory  tests;  (4)  theses;  or  (5)  by  the  combination  of  t-no  or  more 

of  these*   lie  have  also  seen  that, 

"examinations  may  test  (i)  knowledge,  or,  more  exactly,  the  power  of  re- 
stating facts  and  arguments  of  a  kind  that  may  be  learnt  by  rote;  (ii)  the 
power  of  doing  something,  e.g.,  of  making  a  precis  of  a  written  dootnent, 
of  writing  a  letter  or  a  report  an   a  particular  subject  with  a  particular 
object  in  view,  of  translating  from  or  into  a  foreign  language,  of  solv* 
ing  a  mathematical  problem,  of  criticizing  a  passage  from  a  literary  work, 
o^  writing  an  essay  on  an  historical  or  literary  subject  with  the  aid  of 
books  in  a  library,  of  diagnosing  the  malady  of  a  patient,  of  analyzing 
a  ehemieal  mixture  or  compounCl;  and  (the  highest  form  under  the  rubric) 
of  making  an  original  contribution  to  learning  or  science  as  the  result 
of  personal  investigation  or  experiment*** 

* 
ilxaminations.  Encyclopaedia  Britannioa. 


IS. 


It  refluiins  to  smmarize  the  functions  of  examinations.   Such 
functions  aay  be  said  to  be  :  (1)  to  test  the  extent  of  past  work; 
(2)  to  test  the  power  for  subsequent  work  —  the  degree  of  present 
ability;  and  we  might  also  add  (3)  that>  through  the  means  adopted  or 
used,  examinations  should  enoouraige  proper  stiidy  habits.  The  last  is, 
howeTsr,  practically  io^lled  in  (2). 

The  importance  of  examinations  has  been  considered,  and  a  brief 
surrey  of  the  history,  kinds,  purposes.  Beans,  and  functions  of  examina* 
tions  made.  Under  the  kinds  of  examinations,  there  were  given  the  three 
broad  general  classes  of  ciTil  serrice,  professional,  and  school  examina- 
tions.  School  examinations  were  further  classified  as  entrance,  course, 
and  school-leaTlng  examinations.  In  the  treatment  of  the  topic, "Examina- 
tions as  educational  means  with  special  reference  to  the  Self  Examination, 
we  shall  restrict  our  study  to  school  examinations  given  in  course. 
It  will  be  the  function  of  the  next  chapter  to  define  the  terms  more  fully, 
to  set  out  jbhe  problem  for  special  study,  to  note  the  various  approaches 
to  the  problem,  and  to  present  the  procedure  followed  in  its  solution*  in- 
cluding the  sources  of  the  data  collected  and  to  be  discussed  In  succeed- 
ing chapters. 


14. 


CHAPTER  III. 
FBOBLEU  ARD  PROCEPURE  . 

A.  Definition  of  Terms. 

In  the  preTlous  chapters  a  common  understanding  of  the  terms 
used  has  been  asstaaed.  It  will  be  neoessary,  howeTer,  from  this  point 
forward  to  assure  ourselres  of  such  ooomon  understanding  of  the  terms 
"exarainatlons",  "educational  means",  "self  examination",  and  the  like. 

The  term"ezaminatioif  oomes  from  the  Latin  eaaaen,  the  tongue  of 
a  balance,  (the  Indicator) ,  and  tlon  meaning  the  aot  or  state  of. 
Exanen  is  a  oontracted  form  of  exagmen,  from  exlgere,  to  weigh,  to  treat 
to  drive  out,  to  demand,  to  determine,  to  measttre*  We  have  then  examina- 
tion in  a  broad  sense  meaning  (a)  the  aot  of  weighing,  determining, 
measuring,  or  indicating;  or  (b)  the  state  of  being  memsured,  determined, 
indicated,  or  weighed.  To  quote  Webster,  it  means  "a  eareful  search,  in> 
Yestigation  or  Inquiry;  scrutli^  by  study  or  experiment* **  Again,  In  a 
narrower  sense,  it  means  "a  process  prescribed  or  assigned  for  testing 
qualification."  We  shall  thus  understand  a  school  examination  glTen  in 
course  to  mean  "a  process  prescribed  or  assigned  for  testing  qualification**, 
the  q\ialifioatlon  to  be  tested  being  (1)  the  extent  of  past  work;  and  (2) 
the  power  for  subsequent  work  or  the  degree  of  present  ability. 

The  term  "educational  means"  is  of  eota>se  oomplex  and  we  shall  haTe 
to  separate  it  into  its  component  parts  in  order  to  get  at  lbs  meaning. 
"Educational"  we  shall  consider  as  of^  or  pertaining  to  education,  and  by 
"means"  we  shall  understand  a  method,  way,  or  derice,  "throtigh  which  or 
by  the  help  of  which  an  end  is  attained;  something  tending  to  an  object 


15. 


desired;  intermediate  agency  or  measure. **  Thus  then,  "educational  means** 
will  be  any  method,  i»ay,  device,  agency,  or  measure  through  which  or  by 
the  help  of  which  education  is  attained,  or  that  tends  to  educate. 

The  self  examination  is  that  type  or  method  of  testing  in  which 
the  responsibility  of  giwing  the  examination  is  placed  on  the  student 
himself,  he  becoming  at  once  and  the  same  time  the  examinee  and  examiner* 
Aa  to  how  this  may  be  done  or  is  carried  out,  will  be  discussed  later,  and 
an  amplification  of  the  term  given* 

B*  The  Approaches  to  the  Problem* 
.  To  consider  the  several  possible  ways  of  attacking  this  problem 
will  tend  to  make  it  stand  out  in  greater  relief.  What,  then,  are  some 
of  such  approaches?  First,  one  might  take  the  historical  viewpoint  and 
undertake  to  present  the  history  of  examinations  as  educational  means, 
•hewing  the  origin  and  evolution  of  the  several  types  of  examinations, 
tracing  any  changes  that  each  may  have  undergone  in  either  purpose  or 
method  or  both,  and  thereby  evaliuiting  examinations  in  each  of  the  several 
periods  of  eduoational  history.   In  this  way  one  would  be  able  to  discover 
how  much  of  the  past  with  respect  to  examinations,  whether  good,  bad,  or 
Indifferent,  is  still  with  us,  together  with  the  reasons  therefor. 

Second,  an  investigation  of  the  present  day  usage  and  practice 
as  to  examinations  would  undoubtedly  yield  rich  rettirns.  The  investigation 
might  well  cover  such  phases  of  the  question  as:  (l)  the  extent  to  irtiich 
examinations  are  used  as  educational  means  in  schools,  colleges,  or  vmi- 
versities,  i.e.,  the  nxnber  and  types  of  institutions  so  using  them; 
(2)  to  what  rank  or  grade  of  students  do  they  apply,  whether  graduates 


16. 


or  vaadergraduatas,  or  both;  lower  dlTision  or  upper  dlTleion  or  both; 
are  any  students  exempt^  if  so,  what  are  conditions  of  exsaptiont 
(3)  the  kind  and  number  of  courses  in  which  they  are  giren;  are  they 
used  in  some  courses  and  not  in  others?  in  how  nany  used?  not  used? 
names  of  courses;   is  it  because  of  the  nature  of  the  course  or  the 
attitude  of  the  one  in  charge  of  the  course  that  they  are  used  or  not 
used?   (4)  the  types  of  examinations  giren,  whether  oral  or  written, 
conprehensiTe  or  subject;  (5)  marks  and  markings:  the  value  placed  on 
suoh  examinations  in  determining  the  marks  of  students;  the  sereral 
systaas  of  marking  compared  and  evaluated;  who  marks  the  papers?  (6) 
frequency  of  examinations  and  length  of  examination  periods;  relative 
proportion  of  total  time  of  term  or  semester  given  to  the  holding  of 
•zaainations;  (7)  type  and  quality  of  questions  asked,  and  the  like. 
These  are  some  of  the  lines  that  an  investigation  into  present  practice 
or  the  place  examinations  hold  as  educational  moans  today  might  well 
take. 

Ifearly  all  of  the  topics  suggested  would  be  capable  of  further 
subdivision  and  expansion.  To  give  a  single  illustration,  under  topic 
(7)  above,  "type  and  qtjality  of  questions  asked",  one  might  well  con- 
sider such  phases  as  (a)  Whether  the  questions  asked  are  thought  pro- 
voking;  (b)  •hethor  they  call  for  ap^^lication  of  previously  learned 
facts  and  principles;  (c)  Do  they  show  any  real  planning  in  their  pre- 
paration, or  is  there  evidence  of  their  being  Just  thrown  together? 
(d)  Do  most  of  thna  aake  mere  drafts  on  memory?  (e)  Is  the  character 
of  questions  such  as  to  induce  proper  study  habits  or  modes  of  learning. 


17. 


or  Tlee  versa?  In  fact,  topic  (7)  would  of  itself  be  almost  big  enough 
and  ia^ortant  enough  to  constitute  a  study  by  itself.  One  could  Tery  well 
limit  sttoh  an  inquiry  into  present  usage  to  a  single  type  of  school ,  as 
•ay  either  (1)  public  secondary  schools;  (2)  pri-rate  secondary  schools; 
(S)  the  usage  in  state  unirersities;  or  (4)  in  private  colleges  and  uni- 
Tersities;  or«  (5)  one  might  compare  the  practice  in  two  or  more  of  these. 

These  considerations  of  the  problem  of  escaminations  as  educational 
■Mtns  make  it  Iomb  large  and  show  the  possibilities  for  research  in  the 
subject.  As  already  intimated,  both  the  historical  and  present-practice 
approaches  to  the  question  would  have  to  be  still  further  limited  or  re- 
stricted in  scope  than  the  tentative  outlines  proposed  might  »e«m  to 
suggest. 

A  third  study  that  might  be  made  would  be  to  consider  the  question, 
"why  do  examinations  persist?"  The  solution  of  this  question  would  in  a 
measure  combine  the  historical  and  the  usage  methods  of  attacking  the 
problem,  but  would  go  even  farther  and  make  us  "give  a  reason  for  the 
faith  that  is  in  us.**  It  would  make  us  go  over  the  whole  ground  again 
and  re-investigate  the  educational  principles  and  theory  or  philosophy 
underlying  examinations.  Fzaminations  as  educational  means  would  have  to 
justify  themselves  or  make  room  for  something  better.  This  might  be 
called  the  philosophical  approach. 

A  fourth  solution  mif-ht  be  undertaken  and  an  investigation  begun 
to  determine  the  educational  value  of  one  type  of  examination  as  compared 
with  other  kinds,  by  sone  scientific  or  laboratory  method.  But  many  dif- 
ficulties to  this  method  persent  themselves:  (1)  Examination  methods  are 


18. 


■o  intlaately  related  to  te&ohing  methods,  that  one  sight  not  be  sure 
irtxether  he  is  really  vraluating  different  ezaminatlonal  methods  or  dif» 
ferent  methods  of  teaching;  (2)  in  the  experiaent  the  same  (mb;]eet  matter 
irould  he  InTolved.  This  rould  necessitate,  (a)  different  groups  for  each 
of  the  different  examinational  methods,  iihioh  would  of  Itself  raise  such 
further  diffloulties  as  the  selection  of  the  groups  for  the  experiment; 
and  the  control  of  the  quality  of  instruction  for  each  group;  or  (b)  the 
trying  out  of  the  different  methods  on  the  same  group  of  students.  But, 
since  different  examinational  ciethods  are  designed  to  measure  different 
things,  no  real  basis  of  eoaparlson  irould  result  from  this  direction. 
Again,  (3)  if  different  groups  of  students  vere  used,  aside  from  the  dif- 
ficulties already  pointed  out  of  selecting  the  students  and  of  controlling 
the  qualities  of  Instruction  for  each  group,  since  different  types  of  ex- 
aminations do  not  measure  equally  the  same  things,  it  would  be  difficult 
to  interpret  the  results  obtained  from  the  different  groups.  These  are 
a  few  of  the  difflcultiea  that  -would  be  in  the  way  of  the  experiment,  and 
only  go  to  show  that  the  approach  wotild  be  ftir  from  easy.  And  yet,  these 
difficulties  may  not  be  insurmountable  and  should  not  discourage  an  attenpt 
at  solution.  Such  experiments  as  hare  been  made  in  this  direction  have 
been  in  the  nature  oL   testing  the  retentlTe  power  of  mmory  resxilting  frwn 
different  modes  of  learning,  or  of  like  character. 

Still  another  attack  on  the  problem  would  be  to  learn  of  the  emo- 
tional effects  of  the  several  types  of  examinations  on  those  who  take  them 
in  college,  and  also  the  value  they  place  on  such  examinations,  an  given 
or  stated  by  the  students  themselves.   While  it  is  recognised  that  the 


19. 


eTldence  thus  oolleoted  would  not  be  oanoluBiTe.  as  much  of  it  would  be 
■ere  opinion,  or  the  judgments  of  more  or  less  imiaature  students.  Yet 
in  the  mass  of  teatiaony  a  feiw  warped  Judgments  would  have  leas  effoet 
or  weight,  error  would  tend  to  be  eliminated,  and  some  significant 
tendencies  or  results  night  appear. 

It  was  this  last  approach  to  the  probleai  that  was  chosen,  partly 
because  of  the  nature  of  the  problem,  and  partly  because  there  was  no 
literattire  disooTerable  on  the  self  examination,  it  not  having  come  into 
any  general  or  widespread  use.  Thus  both  the  historical  and  the  usage 
approaches  were  practically  closed.  This  same  newnes!^  of  the  self  examina- 
tion also  ruled  out  the  third  method  of  attack,  while  the  lack  of  facilities 
precluded  us  from  considering  the  fourth  method  at  this  time.   The  fifth 
method  of  solrlng  the  problem  was  also  chosen  because  it  was  felt  to  be 
a  rather  new  approach  to  the  irtiole  quest! <ai  of  excuainatlons,  and  was  re- 
garded worthy  of  consideration.   Since  making  the  study,  an  investigation 
or  two  partaking  a  little  of  the  same  nature  as  this  study  have  been 
brought  to  light.  These  latter  investigations  w«re  made  by  Lobsien  and 
Plecher  of  Oeroany,  and  consisted  of  first,  an  investigation  into  the 
difference  in  the  amount  of  error  by  children  working  under  normal  condi- 
tions and  under  examination  conditions;  and  second,  by  Plecher  alone,  who 
■ought  to  learn  to  what  extent  conditions  of  anxiety  were  present  in  an 
examination  by  having  the  children,  some  days  after  the  official  examina- 
tion,  prepare  a  so-called  free  essay  in  regard  to  school  examinations." 

* 

Examinations,  Cyclopedia  of  Education. 


20. 


Haying  set  out  the  problen  only  in  general  terms,  and  haring 
noted  the  possible  vays  of  attacking  it,  it  becomes  neeeRsery  to  define 
the  probl^  someiffaat  more  specifically,  to  note  or  to  describe  the 
method  of  solution  adopted  a  little  more  fully  and  to  indicate  the  source 
of  the  data. 

C.  The  Specific  Problem. 

The  specific  problem  is  the  consideration  of  the  self  examination 
aa  educational  means,  and  in  the  process,  to  compare  it  irith  the  usual 
method  of  school  ezam^ nations  which  in  this  instance  we  shall  call  the 
"set"  examination.   In  answer  to  the  question,  Vihy  "set"  examination?, 
usage  may  hare  some  suggestions  to  offer.   «^e  have  long  spoken  of  the 
examination  being  "set"  in  the  sense  of  the  place  and  time  for  it  being 
fixed,  or  the  time  being  actually  at  hand  and  the  examination  being  in 
process.   Again,  we  speak  of  "setting"  the  examination  paper,  meaning 
thereby  to  prepare  and  arrange  the  questions  for  the  name.   He  also  say 
that  life  after  school  is  continually  "setting"  tests,  i.e.,  is 
giving  us  problems  and  is  exacting  solutions.   ^Ve  may  think  further  of 
the  usual  examination  as  being  "set"  in  that  it  is  determined  for  or  re- 
quired of  the  stxadent  by  some  one  else,  —  it  is  set  for  him.  With  its 
form  emd  character  he  has  nothing  to  do,  neither  with  the  quantity  nor 
quality  of  the  questions  has  he  anything  to  do.   The  situation  is  thus 
"set"  and  he  eunswers  or  attempts  to  answer  a  set  of  questions.   It  is 
also  "set"  inasmuch  as  its  limits  are  fixed  or  its  scope  determined  by  this 

▼ery  "set"  of  qxiestions. 

It  is  in  the  sense  th«i  that  the  usual  exaadnation  is  organised  and 
held  by  acme  one  other  than  the  student,  its  limits  being  marked  out  by  the 
questions  asked,  and  the  time  and  place  for  holding  it  being  designated. 


21. 
that  we  shallf  for  the  purposes  of  this  study,  know  the  ub\i«.1  examina- 
tion as  the  "set"  exanination. 

In  the  ease  of  the  self  examination,  the  situation  is  almost 
exactly  rerersed.  The  examination  is  not  organized  nor  held  by  some  one 
else,  but  by  the  student  himself.  There  are  no  prepared  questions,  and 
the  limits  or  scope  of  the  examination  is  the  ooxirse  as  a  whole  or  so  far 
as  already  considered.  The  time  and  place  for  taking  the  examination  are 
of  the  student's  own  ohoosing.  Perhaps  the  directions  or  instructions 
giTsn  at  the  time  of  announcing  a  self  examination  may  help  to  explain 
more  fully  its  nature  and  character. 

The  instructions  ran   about  as  follows: 

(1)  This  is  to  be  a  paper  written  outside  of  class,  with  the  aid  of  your 

notes,  texts,  and  outside  reading. 

(2)  The  paper  should  show  or  contain: 

(a)  Tour  interpretation  of  what  to  you  are  the  significant  points 

or  topics  coTered  in  the  oourse  —  your  Tiews,  opir.ions, 
beliefs,  or  personal  reactions.  The  thoughts  you  iiave  been 
thinking  by  virtue  of  the  course.  Be  free  to  use  any  per- 
tinent illustrations,  whether  from  personal  experience  or 
froa  outside  reading.   « 

(b)  Taking  Stock.  If  the  oourse  should  end  now,  what  would  have 

b-een  its  value  to  you?  What  are  the  high  points,  the  things 
that  stick?  What  are  the  meaningftil  things  to  you?  What 
have  you  gotten  out  of  the  course? 

(o)  Changes  Effected  in  your  views  or  thinking  by  reason  of  the 
oourse;  or  any  corroboration  of  your  previous  views  or 
beliefs,  your  agreements  or  disagresoents  with  the  course 
or  parts  of  the  oourne. 

(d)  Application.  What  are  the  applicable  elements  of  the  course? 

How  and  where  nay  they  be  applied?  With  what  consequences? 
What  application  will  you  make  of  these  things?  How? 

(5)  Form,  style,  length,  etc.,  of  the  manuscript. 

(a)  It  will  be  permissible  to  give  the  paper  a  heading  of  your 

own  ohoosing  and  to  write  it  in  a  personal  way  in  the  first 
person. 


22. 


(b)  The  paper  should  show  organization  and  unity.  It  shoxild 
begin  soaevhere,  should  nove  in  a  definite  direction, 
to  sone  definite  goal.  Tou  should  feel  this.  Itake  the 
paper  a  serious  matter  —  a  worthy  effort.  You  should 
feel  that  it  is  your  best  and  that  it  has  been  worth 
while  ^en  you  are  throtigh. 

(o)  How  long  shall  the  paper  be?  That  will  largely  depend  on 
iHio  you  are,  whether  you  hare  anaeh  or  little  to  give* 
It  is  not  qiiantity  but  qtiality  that  counts  most. 


It  would 'thus  appear  that  mamt   of  the  distinguishinc  oharaoteristics 
of  the  self  examination  a*-3: 

(1)  A  aanusoript  prepared  outside  of  class. 

(2)  The  responsibility  of  determining  the  significant  or  exaain- 
able  points  is  thrown  on  the  student. 

(S)  The  inclusion  of  only  such  points  in  the  nanusoript  as  may 

aeoa  to  the  student  to  be  most  important. 

(4)  The  free  use  of  any  or  all  aaterial  bearing  on  the  topic,  from 
whaterer  source  collected. 

(5)  It  puts  the  enphasis  on  Interpretation  instead  of  recall. 

(6)  It  prorides  for  the  special  interest  of  the  student  in  the 
subject  ~  for  individual  differences. 

It  is  perhaps  desirable  at  this  point  to  distinguish  the  self  ez- 
aaination  just  explained  or  described  above  froa  that  other  self  examina- 
tion irtiioh  not  a  few  students  give  thenselwea  in  preparation  for  the  set 
examination.  This  latter  self  examination  is  more  or  less  of  a  self  quis 
for  the  purpose  of  raviewing  certain  subject  matter.   Its  purpose  further 
is  perhaps  more  to  test  the  power  to  recall,  in  order  to  determine  for 
the  candidate  himself  his  own  readiness  or  unread inenn  to  take  a  set  ex- 
amination. This  sort  of  a  self  examination  is  in  the  main  approved  as  a 
worthy  habit,  and  is  analyzed  in  part  hare  only  to  show  some  of  its  points 
of  difference  from  the  self  examination  that  is  the  particular  study 


23. 


of  this  paper.   It  may  be  aaid  here  that  the  special  object  of  the  latter 
self  examination  is  to  train  in  constz*uotive  thinking,  to  develop  the 
power  of  disoriaiination>  of  judgment,  of  eraluation*   It  is  to  induce  the 
best  efforts  of  the  students  by  enlisting  their  interests.  It  enlists 
'Uieir  interests  by  giring  them  stock  or  proprietorship  as  it  were,  in  the 
coxirse.  They  are  encouraged  to  inrest  thenselTes  in  the  process. 

The  rurpose  then  of  this  stiidy  is  to  make  at  least  a  tentatiTe  or 
partial  eTali»tion  of  the  self  examination  as  educational  mcMins,  to  in- 
quire into  and  to  ascertain  so  fttr  as  possible  to  ii^at  extent  it  is  or  is 
not  Tal\mble  as  such  means.  The  method  adopted  to  arrive  at  a  solution  of 
the  problem,  together  with  the  source  of  data  will  be  taken  up  next. 

D.  Method  and  Source  of  Data. 

The  plan  adopted  was  to  study  the  effects  of  the  two  types  of  ex- 
aminations, the  set  and  self  examination,  on  those  who  take  ther  in  college} 
and  also  to  inquire  into  the  value  they  place  on  each  of  the  two  types. 
The  effects  studied  were  limited  to  two:  (1)  the  effects  on  the  emotions 
of  the  students;  and  (2)  the  effects  on   their  study  habits.  The  nature 
of  the  problem  of  course  limited  the  inTesti-;ation  to  those  who  have  taken 
and  consequently  are  familiar  with  both  kinds  of  examinations.  The  in- 
vestigation was  lULde  by  means  of  a  questionnaire,  a  copy  of  which  is  here 
reproduced. 

I.  Some  Phases  of  the  Set  Examinations. 

1.  Analyse  or  describe  your  feelings  on  hearing  the  smnouneement 

that  there  would  be  an  examination  at  a  certain  tine, 
whether  of  resmitment,  fright,  fear,  pleasure,  joy,  indif- 
ference, etc. 

2.  Analyze  or  describe  your  feelings  at  hearing  such  an  announoe- 

mant  in  any  other  course. 


24. 


5.  Try  to  assign  a  cause  why  you  feel  that  way  toward  tho 
■atter.   Give  such  eaxwe. 

4.  Describe  yo\ir  method  of  study  in  preparing  for  such  a  test. 

5.  Does  yoxir  method  in  preparing  for  a  test  differ  from  your 

usual  method  of  study?  If  so,  describe  the  points  of 
difference. 

6.  Evaluate  your  method  of  study  in  preparing  for  a  test  as 

ooiqfMired  with  your  usual  method  of  study. 

7.  Describe  your  feelings  at  the  time  of  taking  the  test,  whether 

fright,  fear,  joy,  pleasure,  indifference,  etc. 

8.  Are  you  usually  nerrous  on  such  an  occasion?  Why  or  why  not? 

9.  liihat  is  the  value  of  such  written  tests,  as  you  see  it?  Give 

reasons  for  your  answer. 

10.  ffhat,  if  anything,  is  wrong  with  such  written  tests? 

11.  Suggest  ways  and  means  of  improving  examinational  methods. 


II.  Some  Phases  of  the  Self  Examination. 

1.  Analyse  or  describe  your  feelings  on  hearing  the  announcement 

that  you  will  be  expected  to  present  a  manusoript  pre- 
pared as  a  self  examination  at  a  certain  time,  whether  of 
resentment,  fright,  fear,  pleasure,  joy,  indifference,  etc. 

2.  Try  to  assign  a  cause  for  feeling  as  you  did  toward  the  matter. 

Give  the  cauRe. 

8.  Describe  yotir  method  of  study  in  preparing  a  self  examination 
manuscript. 

4.  Does  your  method  of  study  in  preparing  a  self  examination 

manuscript  differ  from  your  usual  study  method?  If  so, 
describe  the  points  of  difference. 

5.  If  your  method  of  study  in  preparing  a  self  examination 

manuscript  is  different  from  your  usual  method,  evaluate 
your  method  in  preparing  the  self  examination  manuscript 
as  compared  with  your  usual  method. 

6.  Describe  your  feelings  at  the  time  of  preparing  the  self  ex- 

amination manuscript  whether  of  resentment,  fright,  fear, 
joy,  pleasure,  indifference,  etc. 


25. 


7.  Wer«  you  nerrous  i^en   you  prepared  the  eelf  examination  manu- 

soript?   ishy  or  why  not? 

8.  What  is  the  value  of  the  self  exsaination  method  as  you  see 

it?  Give  both  the  strong  and  weak  points  of  the  method. 

9.  Compare  the  method  of  self  examination  with  the  usiml  set 

examination. 

10.  niat  would  be  the  probable  effeot  on  your  study  habits  if 

the  method  of  the  self  examination  should  oome  into  general 
use?  Why? 

11.  What  would  be  the  probable  effect  on  your  aaBoryf  Why? 

The  structure  or  make-up  of  the  questionnaire  should  be  explained. 
The  procedure  in  s<>^ns  i^bout  to  hold  an  examination  is  about  as  follows: 
(1)  the  announomMnt  of  an  examination  to  be  held  at  a  certain  time  and 
place;  (2)  the  time  interTenin^;  between  the  announcement  and  the  examina- 
tion, used  by  the  studwnts  to  prepare  for  the  erent;  and  (3)  the  examina- 
tion itself.   It  will  be  noted  that  the  questionnaire  roughly  falls  into 
four  parts.  First,  there  are  the  feelings  at  the  time  of  the  announcement, 
the  examination  in  prospect;  second,  there  is  the  preparation  for  the  ex- 
amination; third,  there  are  the  feelings  at  the  time  of  the  examination  in 
process;  and  fourth,  we  baTe  an  eYaluation  of  the  method  of  the  examination. 

In  addition  to  ai^  specific  or  individual  weaknesses  of  the  particu- 
lar questionnaire,  the  usual  objections  to  the  questionnaire  method  of  in- 
Testigation  may  all  apply.  This  matter  will  be  discussed  at  another  place. 
Let  it  be  said  that  the  purpose  was  to  learn,  so  far  as  possible,  the 
actual  situation,  or  exactly  what  was  in  the  mindn  of  the  students,  and 
not  to  derelop  or  to  secure  testimony  of  a  certain  kind. 

The  instructions  or  directions  given  at  the  time  of  issuing  the 
questionnaire  will  further  illustrate  the  piirpose  and  method.  All  of  the 


26. 


questionnaires «  except  eleven,  were  issued  by  the  writer  in  person.  The 
eleven  were  issued  by  a  personal  letter  from  the  writer. 
The  directions  were  as  follows: 

(1)  Nuaber  your  answers  to  correspond  to  the  respeotiTO  questions. 

(2)  Answer  each  question. 

(3)  Keep  your  answers  to  the  two  sets  of  questions  separate  and 

distinct. 

(4)  Be  as  brief  as  possible  with  your  answers. 

(5)  In  describing  your  feelings  or  attitudes  toward  examinations, 

do  not  limit  yourself  to  the  descriptive  terms  given  in 
the  questions.  Notice  the  "etc". 

(6)  Oive  your  own  thoughts  or  feelings  just  as  they  are  or  have 

been  in  the  matter. 

(7)  Interpret  "tests'*  as  meaning  either  mid-term  or  final  examina« 

tions. 

(8)  It  will  not  be  necessary  to  sign  your  paper,  if  for  any  reason 

you  shovild  prefer  not  to  do  so. 

The  plan  originally  was  for  the  investigpitor  to  give  a  set  examina- 
tion, later  to  be  followed  by  a  self  examination,  to  all  the  students  of 
whom  inquiry  was  being  made.  But  after  investigating  a  few  oa-ses,  and 
after  learning  that  the  replies  to  question  2.  of  Part  I.  were  essential- 
ly the  same  as  to  question  1.,  question  2.  was  thereafter  struck  out, 
and  question  1.  so  modified  as  to  read,  "in  any  course".  It  should  be 
further  stated  that  questions  10.  and  11.  of  Part  II.,  were  added  to  the 
original  questionnaire,  after  the  first  few  investigatl<ms. 

As  to  the  nianber  of  questionnaires  issued,  and  the  group  from  whom 
inquiry  was  made  and  replies  received,  it  may  be  said,  first,  that  the 
questionnaires  were  given  out  only  to  students  in  the  University  of  Cali- 
fornia, in  courses  conducted  by  the  writer,  both  in  the  re^iiular  semesters 


27. 


of  1919  -  1920,  and  In  the  svamer   session  of  1920.   Second,  students  in 

the  following  courses  and  seoeaters  are  represented  in  the  inTestigation, 

vith  the  number  of  replies  reoeiTed  from  each* 

Number    Replies 
Courses  Seaesters       Enrolled   Receired 


History  of  American  Education  Aug.  -  Deo.,  1919  20  11 

History  of  American  Education  Jan.  -  Uay,  1920  81  51 

Rural  School  SuperTision  Jan.  -  May,  1920  12  6 

Principles  of  Teaching  SuBser  Session,  1920  14  10 

Rural  Sooioloor  Suamer  Session,  1920  21  10 

Principles  of  Secondary 

Education  Aug.   -  Deo.,  1920  47  38 

Sural  School  Organisation 

and  Administration  Aug.  -  Dec,  1920      16        13 

Total 160       119 

Counted  twice  17 

Different  Students  143  / 

Third,  as  to  status  in  the  UniTersity  of  those  from  whom  replies 

were  reeeired,  and  their  distribution  as  to  sex  we  hare: 

Juniors 30 

Seniors 53 

Oraduate  students  ....  33  Men  .....  38 

Special  students  ....  5  Wamen  ....  66 

Total 119  Total  .  .   119 

Fourth, in  the  matter  of  class  standings,  or  marks  received,  with 

the  nmber  reeeiTing  each  mark  were: 

I's 26 

II 's 79 

III'« 14 

Total 119 

Practically  all  signed  their  replies  and  the  few  who  did  not  attach 


28. 


their  signatures  m  were  able  to  identify  by  other  means. 

The  chief  interest  in  ifhat  follows  oenters  in  the  group  study,  or 
■ass  testimony,  and  does  not  attempt  to  make  a  case  study  beyond  what  has 
already  been  done. 

In  the  following  chapters  there  will  be  considered  the  data,  first, 
as  to  the  set  examination  and  its  interpretation;  second,  that  of  the  self 
ezcuaination;  after  which  the  smmaries  of  the  data  of  the  two  question- 
naires will  be  brought  together  in  a  separate  chapter  for  comparison,  con- 
cluding with  a  final  chapter  on  the  net  results  of  the  study,  with  such 
conclusions,  criticisms,  and  suggestions  as  the  data  may  seem  to  warrant. 


29.. 


CHAPTER  IT. 
DATA  OH  THE  SET  EXAMIHATION  WITH  IHIERPRBTATIOW. 

A*  Qaneral  Statement. 

Part  I.  of  the  questionnaire,  "Soim  Phases  of  the  Set  Ezaaination", 
falls  naturally  under  four  heada«  as  follovR: 

(1)  The  feelings  at  hearing  the  announoeamtit  of  an  ezamination* 

with  causes. 

(2)  The  nethod  of  study  for*  and  an  eraluation  of  the  same. 

(S)  The  feelings  at  the  time  of  taking  the  examination. 

(4)  An  eTnluation  of  the  set  examination  with  suggestions  for 
improTement. 

The  plan  will  be  to  giro  the  summaries  and  interpretations  by  such 
groups,  rather  than  by  individual  questions,  or  merely  a  general  interpre- 
tation of  the  whole.  There  we^^e  one  hundred  sixteen  replies  to  Part  I.  of 
the  questionnaire. 

B.  Feelings  at  AnnoTineement  and  Causes. 

The  questions  of  the  first  group  were: 

1.  "Analyze  or  describe  your  feelings  on  hearing  the  announcement 
in  any  course  that  there  would  be  an  examination  at  a 
certain  time,  whether  of  resentment,  fright,  fear, 
pleasure,  joy,  indifference,  etc." 

3.  "Try  to  assign  a  cause  why  you  feel  that  way  toward  the  matter. 
OiTe  such  cause." 

There  were  one  hundred  fifteen  replies  to  these  questions.  Fifty- 

•ight,  or  about  one-half,  expressed  a  fariety  of  or  mixed  feelings,  Tarying 

somewhat  with  the  course,  the  professor,  or  their  own  particular  mood  or 

physical  state  at  the  time. 


50. 


The  terms  xised  by  the  students  in  describing  or  designating  their 
feelings  or  attitudes ,  were  olassified  under  the  three  headings,  fsTorable, 
unfaTorable«  and  indefinite  or  neutral. 

As  to  the  basis  of  classification,  let  it  be  said,  in  general, 
that  the  accepted  meaning  of  the  desoriptire  term  used  i*as  taken  as  such 
basis;  e.g.,  the  following  group  of  words,  pleasure,  fear,  indifference, 
was  olassified  as  faworable,  imfaTorable,  and  indefinite  or  neutral, 
respectiTely.  But  the  classification  of  such  terms  as  wonder,  reli&wed, 
surprised,  is  not  so  easy.  In  this  case,  the  causes  giren  were  permitted 
to  determine  the  classification. 

There  were  in  all  one  hundred  nine  different  terms  used,  and  divided 

as  follows: 

Farorable 20 

UnfaTorable 76 

Indefinite  or  Neutral  ....  15 

Total 109 

Of  the  favorable  terms,  only  one  was  used  more  than  twice,  "pleasure**, 

which  occurred  ten  times.  Each  of  the  following  occurred  twice,  curious 

or  curiosity,  joy,  satisfied,  and  welcome.  The  remaining  fifteen  terms 

were  used  but  once  each.  They  were: 

acceptable  glad  ready 

confidence  helpful  realization  of  the 

competition  interested          need  of  a  great 

examinations  of  liked              deal  of  review 

considerable  looked  forward  speculation 

help  to  wonder 

expectant  desire  perfectly  safe 


SI. 


The  causes  for  these  faTorable  feelings  or  attiitides  arrange 
themselTes  at  moat  toider  six  heads «  as  follows t 

(1)  Interest  and  pleasure  in  the  subject,  etc 9 

(2)  Opporttinity  to  reriew ..• 9 

(3)  Curiosity  and  speculation  5 

(4)  Joy  of  competition  •• •..••..•  S 

(5)  Opportunity  to  learn  class  standing  ........  2 

(6)  Opportunity  for  expression 2 

Some  of  the  typical  interesting  causes  for  these  feelings  were 
giTen  as: 

"Smm  teachers  always  managed  to  gire  the  impression  that  the  ex> 
aminations  they  gare  were  meant  to  be  helpful  to  us  in  mastering  the  sub- 
ject. These  were  the  ones  irtiose  examinations  I  liked  to  take.** 

'*0n  only  one  occasion.  The  teacher  was  an  outstanding  exception 
to  the  usual  college  professor  and  the  subject  was  presented  in  a  masterly 
manner,  which  accounts  for  ny  extraordinary  feeling.** 

"it  giren  me  an  opportunity  to  reriew  and  correlate  the  work," 

"To  know  the  kind,  that  is,  how  the  subject  will  be  approached." 

"Enjoy  eoBq)eting  with  my  classmates." 

"I  assumed  that  he  co\ildn*t  ask  a  reasonable  examination  that  I 
couldn't  pass,  and  I  tried  to  proTe  it." 

"To  know  where  I  stand  in  class  according  to  the  professor." 

"I  can  write  a  fairly  good  paper." 

The  unfaTorable  terms  occurring  ten  or  more  times  were: 

Fear,  fearful 46  Worry,  worried  .....  13 

Resentful,  resentment  .  54  Nervous,  nerrousness  .  .  11 

Dread,  dreadful  ....  17  Anxiety,  anxious  ....  10 

Fright,  frightened  ...  16 


S2. 


Those  used  from  two  to  fire  times  were: 


Uneasy,  un«M.sines8   •    •    •   5 

Disgust S 

Neoessary  evil 3 

Suspense  ........S 

Afraid  2 


Despair  .••••.  •••2 

Disagreeable 2 

Displeastire  •••...  2 
Resignation  •••...  2 
Terrified,  terror  ...  2 


A  large  list  of  terms  were  used  but  onoe  eaoh.  The  list  is: 


Angry 

Anguish 

Annoyanoe 

Antagonism 

Boredom 

Burden 

Depression 

Desperation 

Disapprofal 

Disoomfort 

Discouraged 

Dislike 

Dismay 

Disturbed 

Drudgery 

Excitement 

Fatigue 

Qoing  down  a 
swift  ele- 
Tator,  heart 
sesms  to  Jump 
into  my  throat. 

Heayy  heart 

Impetus  to  reriew 
or  oram. 


In  spirit  of  pre- 
destination 
Irrationality 
Irritation 
Loathe  exaaiinations 
Mental  torture 
Reed  of  oraaming 
■oTer  joy 
Hot  pleasure 
Huisanoe 
Oh  horrors 
Oh  dear,  another 

old  examination 
Opposition 
On  the  defensira 
Orerwhelmed 
Panicky 
Paralyzed 

Petrified  with  fear 
RelieTed 
Scared  to  death 
Sense  of  injustice 
Shock 
Sickness 
Sinking 


Slight  perturbation 
Something  to  be 

endured 
Subnission 
Succumbing  to  the 

ineri  table 
Taking  on  an  extra 

burden 
Tension 
Tiiddity 
Trembling 
Trusting  to  an  abno- 

lutely  unknown, 

unchangeable, 

irreTocable  fate. 
Uncertainty 

Unpleasant  amticipation 
Unstrung 
Up  in  the  air 
Upset 

Utterly  at  sea 
Wish  that  it  was  ower. 


A  amumry   of  the  causes  for  the  unfarorable  feelings  gires  us 
the  following  list  of  those  used  fire  or  more  times. 

(1)  Fear  of  failing 70 

(2)  Amount  of  work  or  character  of 

study  required ...40 

(5)  Uncertainty 

(a)  as  to  questions  ......  38 

(b)  as  to  marks ..19 

(o)  general  ....10 

(d).  form  required 1 


83. 


(4)  Lack  of  tlBW 16 

5)  Unfairness  of  examination.  •••...•••14 
^)  Examination*  instrum«nt  of  torttir*  •  .  .  •  •  6 

(7)  Poor  qiiality  of  teaching  ..........  5 

(8)  Due  to  nervousness  ...••..  5 


\ 


Those  oauses  given  fewer  than  fire  times  were: 

(1)  General  attitude  of  students  and  teachers.  .  4 

(2)  Dislike  or  disapproval  of  examinations  ...  4 

(3)  Examinations  inevitable 3 

(4)  No  interest  in  course  .....  2 

(5)  State  of  health 2 

(6)  Shock 1 

(7)  Threats  from  teacher  ..••••••.•••  1 

8)  Various  reasons  ..•...••.•••••  1 

9)  Worst  had  happened  .••••••••••••  1 


[ 


N 


It  would  perhaps  be  unprofitable  and  would  require  too  much 
space  to  give  all  the  different  statements  of  oauses  for  these  un- 
favorable feelings  toward  the  set  examination^  varying  chiefly  only 
as  to  form  of  expression,  rather  than  content  or  metuiing,  as  the 
elassifioation  above  would  indicate.  However,  a  few  representativ* 
or  interesting  forms  will  not  be  without  value  here. 

"Fear  of  failing.  Fear  of  not  getting  down  in  my  notes  what 
will  be  called  for  by  the  examiner.  Fear  of  not  getting  a  good  grade. 

"Lest  I  may  forget  this  or  that." 

"Had  two  examinations  and  two  papers  assi^ed  for  that  day." 

"The  lecture  system  tends  to  turn  one  into  a  sponge  with  a  lot 
of  absorbed  but  imassimilated  matter." 

"I  realize  that  I  must, study  and  cram  into  my  brain  a  lot  of 
facts,  more  or  less  unccmnected  of  more  or  less  importance  and  without 
the  time  to  pick  out  and  figure  out  what  is  most  interesting  and  which 
has  some  cwinections  with  the  things  about  bm." 

"The  awfiil  uncertainty  of  what  to  expect." 


34. 


'*Ho8t  examinations  are  a  natter  of  luok  and  cme  ean  only  prepare 
for  a  relatirely  siaall  number  of  the  questions  that  oould  be  asked.** 

"The  principles  of  examining  vary  with  each  individual  professor* 
There  is  no  standard  for  preparation  for  an  examination*  and  one  isay  be 
unaware  of  the  point  of  Tiew  of  smother. " 

"That  a  set  of  trrltten  question*  Bight  possibly  Inolude  a  minor 
point  for  whioh  major  credit  might  be  glTen."* 

"Due  to  the  system  of  grading  by  the  average  instructor." 

"The  final  aark  depends  too  much  <m  the  element  of  ehanoe." 

"We  need  good  grades  for  good  reen— endati ons  so  we  dread  examina- 


tions." 

"Lest  I  should  not  have  time  to  prepare." 

"That  I  may  not  be  able  to  finish  everything  in  time." 

"Host  examinations  cover  the  ground  very  poorly*  are  a  doubtful 
means  of  determining  what  any  certain  person  knows  abotrt  a  course  and 
often  are  simply  a  memory  test  of  unimportant  details  given  tinder  the 
assumption  that  if  the  student  can  answer  these  he  can  give  the  correct 
answers  to  all  the  rest  of  the  information  giv«i  in  the  course." 

"The  examination  is  an  instrument  of  torture." 

"GFeneral  attitude  of  most  students  amd  teachers  that  an  examination 
la  something  to  be  feared  and  dreaded." 

"Remnant  of  old  group  fear.  From  earliest  school  days  children 
•oh'  and  *ah'  in  fearful  whispers  at  the  thought  of  an  examination.  In 
the  mind  of  a  sensitive  child*  this  grot^  expression  becomes  the  cause 
of  real  terror." 

"Against  the  mode  and  kind  of  examlnati<ms  given.  There  are 
examinations  and  examinaticmsj  which  although  they  are  under  the  same 
system*  are  very  different." 

"Due  to  my  nattural  dislike  of  examination  or  anything  pertaining 
to  a  final." 

"To  study  for  an  examination  creates  a  loathing  for  the  coiu*se." 

"Sometimes  due  to  my  own  physical  condition*  sometimes  it  was  the 
effect  the  instructor  had  on  me." 


This  sentlaent  was  expressed  by  a  Phi  Beta  Kappa  student. 


85. 


"I  do  not  aliways  know  how  the  teacher  likes  the  oatter  expresBed." 

"Soaw  teachers  seem  to  want  to  show  us  up,  and  spring  * catch  ques- 
tions' on  us." 

"■•eessary  to  the  prooess  of  education  and  the  only  thing  to  do  is 
to  meet  it  half  way  and  knook  it  cold.** 


N 


Relieved  that  the  worst  had  finally  happened,  and  I  knew  ^ust  when 


it  was  to  be  given 


n 


* 


The  indefinite  or  neutral  terms  were  thirteen  in  all,  four  of  which 

were  used  two  or  more  times. 

Indifferenoe,  indifferent  ........  41 

Surprise,  stirprised 5 

Relieved 2 

As  a  matter  of  course 2 

The  other  nine,  used  but  onoe  each,  were: 

Don't  «are  Of  more  work  to  do      Take  it  and  do  what  you 

Hatural  course  of  things  Part  of  the  work  can  with  it 

lever  joyous  Something  that's  got     Taking  on  an  extra  re* 

to  be  done  sponsibllity 

Usxial  assignment 

The  oai»es  for  these  Indefinite  or  neutral  feelings  classify  as 

followa: 

(1)  Fjcandnations  mxist  cone,  or  used  to  24 

(2)  Due  to  character  or  presentation  of  course    6 
(5)  Due  to  method  of  preparation  for  4 

(4)  Indifference  to  grades  5 

(5)  Stirprised  at  word  examination  1 

(6)  Time  allowed  8 

Some  of  the  more  striking  or  characteristic  causes  given  were: 

"It  puts  me  to  no  more  trouble  than  a  daily  lesson." 

"Due  to  a  habit  formed  in  grammar  school  and  never  changed,  of 
studying  daily  throughout  the  term  but  of  doing  no  extra  studying  for 
examinations." 

The  expression  of  another  Phi  Beta  Kappa  studmit. 


56. 


"HaTing  done  my  work  each  day  and  having  taken  from  It  the  things 
that  irore  vital  to  me,  my  work  is  done." 

"Constant  exposxire  -co  danger  eauses  indifference." 

"From  the  ealloxisness  produced  by  ay  preTlous  experiences  •—  the 
indifference  of  the  ox  to  the  yoke." 

"An  examination  of  soma  sort  nruat  come  sooner  or  later,  and  the 
sooner  the  better." 

"Hothing  better  cotdd  be  e3q>eoted.  What's  the  use  of  worrying?" 

"I  have  never  been  able  to  regard  ezamiaations  as  matters  of  as 
fatal  seriousness  as  some  folks  do." 

"I  feel  that  I'm  powerless  to  change  the  questions  and  since  I 
can  only  do  the  best  possible  t^en  I  take  the  exam,  it  is  needless  to 
fret  beforehand." 

"?ihen  I  haTS  done  mf  work  oonsei«ntiously,  I  am  generally  fairly 
•wr*  I  can  answer  the  questions  in  the  examination.  I  care  very  little 
whether  I  get  a  one  or  a  two  or  even  a  three. " 

"Examinations  do  not  mean  much  to  me  because,  although  I  value  m 
good  grade,  I-  do  not  make  the  obtaining  of  a  grade  my  goal." 

"The  grades  given  in  many  cases  had  no  relationship  to  the  efforts 
put  forth  in  writing  the  paper  and  the  material  contained  in  it." 

"To  m*  Just  the  word  in  itself  surprises  ■••" 

"I  have  the  time  to  prepare." 

While  about  fifty  per  cent,  of  the  replies  expressed  varied  or 
mixed  feelings  toward  axasdnations  at  times,  yet  their  several  feelings 
or  attitudes  were  predominantly  unfavorable  to  the  set  examination,  as 
the  foregoing  data  plainly  show.  To  the  data  classified  as  unfavorable 
there  might  have  been  added  much  of  the  data  classed  as  indefinite  or 
neutral.  In  fact  if  any  situation  or  educational  means  arouses  only  an 
indefinite  response,  or  if  the  attitude  toward  it  is  neutral  or  indif« 
ferent,  especially  if  such  means  or  situation  is  expected  or  intended 


ST. 


to  create  or  to  aeaeure  definite  responses*  then  such  indefinite  or 
neutral  attitudes  or  feelings  aight  themselTes  be  regarded  as  unfaror- 
able,  and  the  set  examination  as  perhaps  failing  to  that  additional 
degree.  It  woiild  seem  fair  to  conclude  from  the  data  presented  that 
the  set  ezaoination  as  eduoational  aeans  is  really  very  questicmable, 
and  shotdd  be  seriously  investigated. 

C.  Habits  of  Study  and  their  Value. 

The  aeeond  natural  group  of  questions,  4,  5«  and  6«  takes  up  the 
students*  habits  of  study  in  preparing  for  a  set  examination,  and  the 
values  the  students  themselves  place  on  soeh  methods  of  sttidy.  The 
respective  questions  are: 

4.  Describe  your  method  of  study  in  preparing  for  such  a  test. 

5.  Does  your  method  in  preparing  for  a  test  differ  from  your 

usual  method  of  study?   If  so,  describe  the  points  of 
difference. 

6.  Evaluate  your  method  of  study  in  preparing  for  a  test  as 

eompared  vith  your  usual  method  of  study. 

The  studttits'  answers  to  question  4,  on  the  lAiole,  shoved  no 

consistent  or  proper  method  of  study  in  general  use.  The  methods  and 

the  number  of  times  eaeh  iias  described  vere: 

Cram 17 

Memorise .29 

Outline: 

In  detail 8 

In  general 30 

Review  (irithout  outline) : 

In  detail 39 

In  general 85 


St. 


Select: 

Likely  questions •  21 

Uaiin  points 42 

Their  aim  weak  points   .....  5 

Suit  method  to  professor 4 

Work  out  development  and  correla- 
tion to  get  perspectlTO,  in 
order  to  permit  reasoning  ...  24 

Visualize  position  on  page  ....  3 

The  summary  is  read  after  this  manner.  Seventeen  definitely  said 
that  they  eram,  twenty-nine  menwrixe,  and  so  on.  The  terms  not  all  be- 
ing mutually  exclusive,  it  is  not  easy  to  interpret  the  restilts.  How- 
ever, even  by  the  strictest  interpretation,  the  mass  of  evidence  may  be 
regarded  as  "oramming"  or  **boning  up"  and  nothii^  more.  To  the  majority 
of  students  these  are  not  the  terms  uaed  to  describe  true  study,  but 
represent  methods  or  devices  adopted  for  the  purpose  of  "getting  by*. 

The  set  examination  does  not,  therefore,  seem  to  encourage  proper 
study  habits. 

To  question  5,  ninety-t-wo  replied  that  their  method  cf  study  in 
preparing  for  a  t=;st  differs  from  their  usual  method  of  st\«iy,  whil« 
twKity-three  said  there  was  no  difference  between  the  two.  In  speaking 
of  their  study  for  examinations,  they  confessed  as  follows: 


Cram 45 

Hore  thoughtful  and  as  a  whole 22 

Indefinite  4 


s». 


Of  their  usual  study  they  said: 

Consider  Important,  related  points 
with  applications,  more  thought- 
ful   26 

Do  not  cram 4 

Co  not  worry 3 

Follow  own  Interests 11 

OIts  aore  time 6 

Kenorlze 1 

More  pl«as\u*able S 

Outline     1 

Do  not  outline 8 

Study  more  in  detail  .........  18 

Take  aore  notes 2 

Indefinite  5 

Musple  statements  describing  their  study  for  examinations 


are: 

"Cram  frantically. " 

'*Hasty«  unassimllated  mental  gorging." 

"lUmorlse  all   of  the  professional  leottires  In  one  night.  After 
the  examination  I  just  as  proinptly  set  out  to  forget  then." 

"Vsaorlze  the  points  I  have  reason  to  think  will  be  asked,  (linileh 
Is  ay  way  of  oheatlng.  I  forget  them  within  a  week.)" 

"study  much  harder.  Try  to  relate  the  different  parts,  to  pick  out 
the  essentials." 

"Try  to  organise  gathered  data  into  oertain  groups  or  lines  of 
derel opment • " 

"More  systenatio,  due  to  the  fact  that  I  leeTe  the  organisation 
of  the  sub;}ect  till  I  am  ready  to  study  for  examination." 

Of  their  usual  study,  the  following  are  Interesting  and  InstruetlTe: 

"Do  It  leisurely,  reading  rather  closely  and  stopping  to  apply  the 
theories  to  instances  in  ay  own  experience." 

"Read  other  authors  beside  text,  trying  to  get  various  Ideas  and 
relating  them  to  my  prerious  conceptions.  Try  to  think  of  value  and  use 
of  course." 

"What  is  the  use  stiidying  this  lesson  In  detail,  for  I  shall  have 


40. 


to  go  all  orer  it  again  in  studying  for  an  examination.  Just  read.  Rarely 
take  notes,  wbtb   there  not  ezaroinations  to  look  forward  to,  I  would  taJce 
sore  interest  in  preparing  each  day's  lesson." 

"Try  to  get  new  ideas. 

1.  More  leisurely. 

2*  More  for  personal  interest  and  pleasure. 

5«  On  points  direot  personal  interest. 

4.  Lead  forward  by  interest. 

5.  Ifore  thought  and  inTestigatian." 

In  evaluating  their  methods  of  stxidy  in  preparation  for  an  exaodna- 

tlon  as  cosqpared  with  their  usual  study  as  per  question  6,  the  Tote  stood: 

Eanuaination  study  more  raluable  .  .  24 

Usual  study  •••••56 

The  two  of  equal  value 17 

Both  wrong 1 

Indefinite 17 

The  reasons  given  by  those  oonsidering  the  study  for  examinations 
BU>re  valuable  fell  wider  the  heads  of  (1)  more  oonoentrated  study;  (2) 
■ore  coaqsrehensive  view  of  the  subject;  with  (3)  consequent  greater  unity. 
That  the  usual  method  of  study  was  superior  was  asserted  because  (1)  it 
was  without  araamlng,  mentioned  by  twenty^five;  (2)  that  it  was  more 
leisurely;  (S)  more  interesting;  and  (4)  more  thoughtful.  Those  that 
thoiight  both  methods  of  equal  value  did  not,  of  oourne,  coapare  them. 
The  one  who  declared  both  methods  wrong,  a  Phi  Beta  Kappa  student,  said 
that  both  methods  "lack  fixating  repetition." 

The  evidence  in  the  datr  of  questions  4,  6,  and  6,  seams  again  so 
plain  that  "he  who  runs  may  read."   It  may  seriously  be  questioned,  in 
view  of  the  fact  that  ninety-two  students  in  question  6,  acknowledged  a 
difference  between  their  methods  of  study  for  examination  and  their  usual 
study,  whether  they  have  any  real  method  of  study  at  all.   It  would  ammm 


41. 


fair  to  assuBM  that  if  their  method  Is  now  one  thing  and  now  another, 
it  id  not  and  eannot  be  either  a  method  or  habit  of  any  real  'value.  Of 
the  ninety-two,  a  laajority  were  sure  that  their  uaual  method  of  study 
was  the  more  Taluable;  or,  to  put  it  the  other  way,  that  their  study  for 
•xaaination  was  the  less  valuable.  This  agrees  with  the  facts  in  the 
replies  to  number  6,  in  which  fifty-six,  a  large  plurality  of  the  total, 
agreed  that  their  usual  method  was  the  more  valuable. 

It  will  be  noted  how  the  data  in  numbers  4,  5,  and  6,  corroborate 
or  substantiate  each  other,  by  serving  as  oheoks  the  one  on  the  other* 

Tiewed  thus  from  the  standpoint  of  inculcating  proper  habits  of 
st\idy,  the  set  examination  woiild  seem  to  be  relatively  ineffective. 

D.  Feelings  at  Taking  Examination. 

The  feelings  of  the  studmits  at  the  time  of  taking  the  set  examina- 
tion were  described  in  questions  7  and  8.  In  order  that  we  may  have  these 
wmll  in  mind  it  will  be  proper  to  restate  them. 

7.  Desoribe  your  feelings  at  the  time  of  taking  the  test,  whether 

of  fright,  fear,  joy,  pleasure,  indifference,  etc. 

8.  Are  you  usually  nervous  on  such  an  occasion?  Why  or  idiy  not? 
It  will  be  noted  that  in  question  7,  the  cause  or  causes  for  their 

feelings  ware  not  asked,  and  yet  in  most  instances  the  causes  were  given. 
Sixty-six  students  in  all  expressed  a  variety  of  or  mixed  feelings.  The 
descriptive  terms  were  again  divided  into  favorable,  unfavorable,  and 
indefinite  or  neutreCL.  The  favorable  list  was  comprised  of  twenty  dif- 
ferent terms. 


42. 


Those  used  two  or  more  times  were: 

Pleasure  10  Satisfaction,  satisfied  .  .  S 

Confident,  confidence  .  .  6  Eagerness 2 

Joy,  joyous 6  Exhileration 2 

Calm S 

The  remaining  thirteen  terms  appeared  but  once  each: 

Anticipation  Jubilation 

At  ease  Like  it 

Delight  Looking  forward  to 

Desire  to  show  how  muoh   Optimistic 

I  know  Personal  responsibility 

Pun  to  write  Pride 

Glad 
"Here's  the  thing  I 'ye  been  boning  for  —  the  thing  I 're  got  to 
kill  in  order  to  get  a  good  mark.  Let*s  go." 

The  oatisefl  giTen  for  these  favorable  feelings  were  due  to,  (l)  if 
the  examination  was  fair;  (2)  if  they  knew  the  anrwers  to  the  questions 
or  felt  well  prepared;  (5)  desire  to  make  good.  Reasons  (2)  and  (3)  pre- 
dominated, (2)  being  given  fourteen  times,  and  (S)  eight  times.  The 
first  reason  was  mentioned  three  times. 

Of  the  unfavorable  terms  there  were  thirty-eight,  nine  of  which 

were  met  with  five  or  more  times,  as  followst 

Fear  ...  29  Excited,  excitement.  .  11  Bread  .....  S 

Nervous,  nervousness  .23  Kesentment  .  9  Suspense  ....  5 

Fright,  frightened  .  .15  Anxiety 7  Worried  ....  6 

There  were  seven  terms  that  occurred  from  two  to  four  times: 

Afraid 4  Relief S 

Despair  .2  Resignation,  resigned  .  S 

Disgust  ......  2  Tenseness,  cension  ...  4 

Indignation  ....  2 

The  tw«nty*two  remaining  terms  were  employed  but  once  each: 


43. 


Anger  Displeasure  Not  pleasitre 

As  if  I  -were  sitting  on   Everything  but  pleftsure  P«tnic 

a  bed  of  oaotus  tied   forced  Pertiirbed 

hand  and  foot  doing    Illness  Feckless 

penance  for  an  edu-    Irritated  Reconciled 

cation  Hot  at  ease  Biish 

Blind  panic  Mot  in  happy  state  of  Sore 

Disaay  mind  Uncertainty 

NeTer  joy  or  pleasure  Weepy 

Wish  the  "ex"  were  orer 

Fear  of  failing*  either  because  of  the  kind  of  questions  or  the 

lack  of  time  to  finish,  again  is  uppermost  in  the  minds  of  the  students 

as  the  chief  cause  of  their  feelings,  it  being  given  sixty-five  times. 

The  remaining  causes  are  a  miscellaneous  lot,  such  as: 

"Afraid  to  look  to  right  or  left  for  fear  I  may  bo  accused  of 
cheating. " 

"To  get  rid  of  a  bad  job." 

"As  soon  as  examination  questions  are  put  into  my  hand,  as  it 
never  scMied  so  difficult  as  I  had  expected  it  to  be." 

"Disgust  at  the  manner  in  which  the  examination  was  presented." 

"nervous  from  anticipation  somewhat  akin  to  entering  an  athletic 
contest." 

"Sore,  if  I  have  overlooked  sobw  obvious  point." 

As  to  the  fear  of  failing,  we  have  such  expressions  as: 

"Fear  that  I  might  not  know  the  ariswers.  I  have  received  as  high 
as  98  and  have  gone  home  and  been  put  to  bed  with  nervous  exhaustion." 

"Hands  shake  so  I  can  hardly  write,  eyes  twitch  so  I  can  hardly 
read,  head  aches »  so  ny  words  are  a  confused  blur." 

"what  is  to  be  will  be,  and  with  a  little  prayer  that  I  may  say 
the  right  thing,  I  go  in  and  do  the  best  I  can." 

"I  regard  any  set  examination  a  gamble.   I  have  never  seemed  to 
outgrow  it,  and  I  am  now  a  senior  at  college." 


44. 


EleTon  terms  vare  classed  as  indefinite  or  neutral,  mly  two  of 

irtiioh  appeared  two  or  more  times: 

Indifference,  indifferent  ....  24 
HaTe  no  time  for  feelings  ....  2 

Those  used  but  once  each  were: 

A*  a  matter  of  course  Precaution 

Do  not  worry  Shame 

Inertia  Surprised 

VeTer  rery  alarmed  Wish  I  were  an  encyclopedia 

lo  fear 

A^in,  it  was  more  or  less  of  a  fatalistic  attitude  that  pre- 
dominated in  the  causes  or  reasons  for  these  feelings,  such  as  "do  the 
best  I  can"  which  was  listed  six  times.   This  attitude  is  well  expressed 
in  the  samples: 

"Do  the  best  I  can,  and  forget  it  all  directly  after  the  test." 
"The  test  is  here,  and  I  must  make  the  best  of  it." 
The  other  causes  were  such  as,  (1)  plenty  of  time;  and  (2)  nature 
of  course  or  examination  questions;  i.e.,  easy. 

As  to  whether  or  not  they  were  nerrous  at  the  time  of  taking  an 
examination,  the  rote  stood: 

Yes 76 

Ho   57 

Both  "yes"  and  "no"  .  .  4 

Total  ...  116 
A  tabulation  shows  that  the  strain  of  fear  of  failing  beoause  of 
the  nature  of  questions  or  lack  of  time  to  finish,  or  physical  condition 
la  again  responsible  for  such  nerTousness  in  the  large  majority  of  the 
seTenty-five  cases.  It  being  mentioned  sixty-fire  times  out  of  a  total  of 


4K. 


•IghtyfiTS.  Th«  other  twenty  distribute  theoselTea  among  suoh  causes 
as,  (1)  the  newness  of  the  situation^  being  the  first  examination  in 
that  particular  covirse  or  vith  that  particular  professor;  (2)  realisa- 
tion that  the  hour  has  come  for  vhich  preparation  tms  made;  (5)  the  idea 
of  a  contest,  or  of  undertaking  something  important;  (4)  amount  of  vork 
in  writing  required;  or  (5)  Just  a  natural  tendency  to  be  nerrous. 
A  fev  of  the  specific  causes  will  hare  interest  for  us. 

"Hare  never  failed  in  a  grade  or  course,  but  am  just  as  afraid  as 
if  I  had  noTer  passed  a  grade." 

"Fearing  I  shall  not  haye  time  to  finish,  or  that  the  reader  is 
sleepy  when  reading  my  paper." 

"Perhaps  it  is  for  fear  that  I  will  not  pass.   I  worried  so  much 
about  the  state  examination  when  I  was  in  the  eighth  grade  that  ever 
since  that  time  I  have  rather  dreaded  the  namm." 

"Due  to  fear,  dread,  late  and  intense  study,  loss  of  sleep,  not 
eating  properly,  and  drinking  coffee." 

"Dim  to  the  fact  that  I  realise  *now  is  the  time*.  Vjf  whole 
energies  have  been  at  work  preparing  for  this  *time*  and  when  it  arrires, 
I  feel  it  all  over." 

"Dread  the  ordeal  for  so  long  and  lest  my  memory  fail  and  I  bo 
sent  homm   in  disgrace." 

"I  hare  usually  spent  so  much  time  in  preparation  the  day  and  night 
before  that  I  hare  worried  myself  into  a  state  of  nervousness." 

"The  mere  word  examination  sends  a  shock  to  ny  whole  nerrous 
system,  probably  because  I  recall  how  I  felt  while  taking  certain  examina- 
tions and  am  afraid  the  next  one  will  be  like  it." 

"llai^  times  my  mind  has  been  a  perfect  blank  during  the  hoxxr  of 
examination." 

As  said,  thirty*seTen  Toted  "no"  on  question  8.  HowcTer,  this 

was  not  an  absolute  "no",  as  not  fewer  than  fifteen  showed  by  the  reasons 

or  causes  given,  that  it  was  really  a  qualified  "no"  that  they  wore  voting. 


46. 


Suoh  an«irars  as  these  olsarly  indicate  this: 

"But  a  hit  ezoited  —  an  examination  usually  determines  your  oark." 

"With  time  I  usually  get  nerrous,  due  to  mental  and  nerrous  fatigue." 

"if  test  is  irithin  the  limits  of  time  and  my  oomprehension." 

"If  we  oan  answer  all  of  the  questions." 

Besides  the  fifteon  that  Toted  qualified  "noes"«  five  acknowledged 

to  nerrousness  just  prior  to  the  examination «  or  in  til  seeing  the  questions. 

The  causes  offered  as  reasons  for  their  lack  of  nervousness  mrrange  them- 

selves  under. 


Indifference  (natural  or  acquired)  ...  18 

Confidenoe  in  ability  to  pass IS 

If  time  enough •  7 

Only  at  first 7 


A  few  typical  statements  given  as  reasons  for  the  absence  of  a 

nervous  conditio  follow: 

"Am  used  to  the  idea  of  having  examinations." 

"If  I  know  it  I  can  write  it.  If  I  do  not«  it  is  too  late  to 
worry. " 

Have  often  found  it  impossible  to  eat  before  such  a  test,  and 
too  exhau^d  to  sleep  afterwards." 

A 

"Confidence  in  my  ability  with  respect  for  the  other's  ability 
also." 

"Have  foimd  that  such  a  condition  is  quite  fatal  to  any  success." 

"Scmetimes  I  become  nervous  thinking  aboxtt  the  test  prior  to 


taking. 


"Probably  because  I  hardly  ever  failed  in  one,  and  because  I  have 
never  felt  it  would  be  a  dire  calamity  to  fail." 

"It  must  have  been  on  accotmt  of  my  nationality.  Km   are  not 
supposed  to  have  nerves.  Perhaps  the  extensive  use  of  a  leather  strap 
in  early  school  days  had  some  effect.  We  knew  we  had  to  stand  it,  so 
why  worry." 


47. 


"What  preparation  I  haTS  made  siaply  has  to  aufflee.  Ifo  use  of 
worrying  at  that  late  hovur." 

"Too  aany  of  my  friends  present  irtio  are  apparently  brarely 
'faolng  the  musle«*  so  vhy  shouldn't  I?  The  soldier  going  'orer  the 
top*  forgets  his  nerrousness  In  the  spirit  of  fellow  feeling  with  the 
awn  who  surround  him,'* 

The  data  presented  In  question  number  eight  would  seem  to  indioate 
that  the  statement  sonetiJMa  made  that  set  examinations  are  necessary  in 
order  to  aooustom  students  to  meet  and  to  adjust  th«aselTes  to  crises, 
thereby  asouming  that  set  examinaticms  thus  effectirely  do  accustom  and 
habituate  students  to  SAet  and  to  deal  with  such  crises,  is  unfounded 
and  not  true  to  the  facts.   ScTenty-flTe  students  said  definitely  that 
they  were  nerrous  cm  such  occasions,  four  said  both  '*yes'*  and  "no",  and 
fifteen  answered  with  a  condition  or  qualification,  so  that  in  effect, 
ninety-four  students  acknowledge  to  such  nerrousness,  leaving  only  twenty- 
two  students  out  of  the  total  <me  hundred  and  sixteen,  or  only  about 
nineteen  per  cent  vho  answered  unequiTooally  "no".  In  other  words,  more 
than  eighty-one  per  cent  of  the  students  acknowledged  nerTousness  (m  the 
occasion  of  set  examinations.  The  eridenoe  at  least  makes  the  claim  that 
set  examinations  are  effeotlTO  means  in  preparation  for  the  crises  of  life, 
questionable. 

The  replies  of  the  students  to  this  dirision  of  the  questionnaire, 
the  state  of  feelings  at  the  time  of  taking  an  examination,  corroborate  and 
aubstantlate  the  findings  in  the  first  group  of  questions,  that  the  emotional 
states  produced  by  such  examinatl<ms  are  such  as  to  make  set  examinations 

of  doubtful  -value  in  our  educational  system.   It  raises  the  question  whether 
such  values  as  may  attach  to  set  examinations  are  not  gained  at  too  great 

a  sacrifice  or  cost  to  the  physical  and  motional  states  of  the  examinees. 


46. 


B,  E^aluatlCTi  of  S^t  Exaainatton** 

The  questions  in  this,  the  last  groxip  of  Part  I  of  the 

questionnaire,  were  three,  as  follows: 

9*  What  is  the  -value  of  suoh  written  tests,  as  you  see  it? 
Qire  reasons  for  your  answer? 

10.  What,  if  anything,  is  wrong  with  suoh  written  tests? 

11.  Suggest  ways  and  means  of  iaproring  examinational  methods. 

The  purpose  here  was  again  to  learn  what  was  in  the  students* 
minds  as  to  the  matter  of  examinations.  It  was  also  thought  that  the 
answers  to  the  sereral  questions  would,  in  a  measure  at  least,  serre  as 
oheoks  against  each  other.  By  "examinational  methods'*,  in  question 
eleTen,  was  meant  the  method  of  the  set  examination,  and  students  were 
so  adTised. 

In  turning  to  the  summary  of  question  nine,  we  may  say  here  that 
the  seoond  part  of  the  request,  to  gire  reasons  fer  attaching  certain, 
values  to  the  set  examination,  brought  no  results  of  any  importance. 
They  each  simply  stated. the  Talue  they  considered  set  examinations  to 
have,  without  giTing  their  reasons  or  authority. 

The  same  difficulty  in  summarising  the  results  was  also  encoxxntered 
here  that  was  met  with  in  the  preceding  summaries;  ris;  the  difficulty  of 
finding  terms  to  coTer  all  the  eases  withoixt  duplication.  While  the 
terms  chosen  do  not  reach  this  ideal,  yet  they  seem  to  lend  themselTes 
to  the  olassifioation  with  a  minimum  of  such  duplication,  and  will  serve 
our  purpose  in  this  parti cidar  case. 


49. 


Th«  voaBnary  follows.   The  value  of  the  set  examination  is: 

(1)  As  mind  training  and  discipline  for  emotions: 

(a)  Self  control  and  confidenoe  .........  5 

b)  Training  in  accurate  Judgment,  selecting 

essentials,  power  of  adjustment  .....  11 

[e)  Uemory  training ....17 

(2)  aire  knowledge  and  skill: 

(a)  Fvamish  an  apperoeptlTe  mass.  ........  2 

(b)  Praotioe  In  written  expression.  ..••.••15 

(c)  Bird's-eye  Tiew  •••••••••15 

(S)  As  IncentlTe  to  or  Inculoator  of  habits  of  study: 

(a)  To  keep  up  work,  roTlew,  study 52 


b)  To  organi2e,  coordinate,  and  correlate 
material,  to  suonariee  .....< 


25 


(4)  As  a  measure: 


a)  Furnish  Instructor  a  basis  for  grading 

and  check  on  student  .......•••44 

[b)  Means  of  promotion.  .............  1 

[c)  <'iTes  student  measure  of  himself.  ......  11 

[d)  A  goal  or  reward 2 

(5)  legatlTe  value: 

(a)  Of  no  value,  not  necessary,  or  tnfair  •  •  •  •  29 

.  While  perhaps  nothing  eonclusive  may  be  drawn  from  the  data 
above,  yet  some  things  are  of  interest.  That  twenty-nine  students » 
nearly  one-fourth  of  the  whole,  should  turn  aside  and  give  negative 
values,  when  the  assumption  would  be.  In  view  of  question  tan,  that 


60. 


only  positiT*  values  wer«  a ought «  is  not  without  its  signlfioanoa. 
Other  items  in  the  sumary  hare  their  meaning  chiefly  in  the  light  of 
other  data«  and  preTiously  reviewed;  e.  g.,  the  data  in  (S)  ahoTe 
clearly  must  be  interpreted  in  connection  with  the  data  to  questions 
4,  6,  and  6,  Part  I.,  the  method  of  study  in  preparing  for  a  set  ex- 
amination«  the  usxial  method  of  study,  and  an  evaluation  of  the  two* 
That  the  holding  of  set  examinaticms  should  cause  one  to  keep  up  his 
work  is,  of  course,  the  theory,  and  important  if  true;  but  the  manner 
in  wfaioh  such  work  is  done  and  whether  or  not  it  is  actually  done  are 
also  important,  and  may  be  the  determining  factors  in  the  consideration 
of  values.   So  also  as  to  the  item  of  furnishing  a  basis  for  grading 
or  checking  tip  on  the  work  of  the  students,  while  as  saoh  means  it  may 
be  valuable,  yet  one  may  well  ask.  Is  it  the  best  means  for  this  purposet 
This  last  question  has  not  yet  been  answered.  This  point  will  be  referred 
to  later  in  the  discussion. 

What  has  been  said  about  terns  under  whioh  to  olassify  the  replies 
to  question  9,  and  others,  applies  also  to  qiiestions  10  and  11.  Rather 
loosely,  the  answers  to  question  10  fall  under  the  following  heads,  with 
the  subdivisions  and  nuniber  of  replies  indicated.  The  set  examination 
is  wrong J 

(1)  In  thought  training: 

(a)  Discourages  individual  thinking.  (Does  not 

give  time  or  opportunity  for) 17 

(2)  Vrong  habits  of  study: 

(a)  Encourage  cramming  .............  48 

(b)  Set  up  wrong  aims  -  study  to  pass  rather 
than  subject  .....  ....   9 


51. 


(e)  Saeourage  carelessness  or  slacking 

in  daily  work •••  5 

(d)  Cause  waste  of  time  because  student  does 

not  know  what  to  study.  ••••••  4 

(e)  Fail  to  interest  student  in  subject  •  •  4 

(f )  No  penaanent  results  .••••••,•  8 

(3)  As  measures: 

(a)  Method  of  sampling  not  true  test.  ...  28 

(b)  Catoh  questions,  unfair;  too  muoh 

depends  on  examination  ••••••  54 

(o)  System  of  grading  uncertain «  great 

wariation  in  marking  ••••.••  7 

(d)  Questions  often  poorly  framed  .  .  •  •  •  12 

(e)  Test  really  only  ability  to  pass 

examination  ...•••••••••  1 

(f )  Used  not  to  help  student,  but  only 

to  evaluate  him  •••••••..•     S 

(4)  Time  element: 

(a)  Examinatiims  too  long  for  tine.    •   •   •   •  16 
(b)  Too  many  coae  at  onee.   •••.....     2 

(5)  Physical  and  auotional  elements: 

(a)   Cause  physical  and  mttital  discomfort.   .   31 

(6)  General  or  indefinite: 

(a)  Are  absurd 1 

(b)  Autocratic  .     •.•••••.••.••     1 
(o)  Ho  connection  with  life  •...••..     2 

(d)  Principle  is  wrong .••••• 

(e)  Encourage  cheating  or  bluffing.    .   .   •   •     S 

(7)  Mothing  wr<Kig  ~  only  good 3 


62. 


Tho  findings  h«r«  agre«  In  the  main  idth  th«  findings  In  queatlons 
4,  5«  and  6*  Mote  the  large  number  who  object  to  the  set  examination  and 
the  way  it  Is  conduoted  on  the  baais  of  the  habit  of  oraaming  inetiloated. 
Sobs  might  be  inclined  to  encourage  oraaning*  The  students  in  the  main 
do  not  seem  to  think  that  it  is  a  profitable  practice*  or  at  least  of  ^ 
doubtful  Talue  in  the  process  of  education.  They  were  not  asked  to  ex« 
press  their  opinions  on  the  subject  of  cramming,  and  that  makes  It  all 
the  more  significant  that  so  large  a  minority  in  each  ease  should  mantioa 
it  again  and  again*  That  so  many  should  question  the  method  of  sampling 
used  by  the  set  examination*  as  not  being  a  true  measure  of  ability  or 
knowledge*  or  both*  and  that  a  much  larger  number*  almost  fifty  per  cent 
of  the  whole*  should  object  to  it  as  being  unfair*  because  of  oatoh 
questicsis*  and  beoause  of  so  much  value  being  attached  to  any  one  ex- 
amination* has  its  lessons  for  us.  Among  other  things  that  it  may  mean* 
it  certainly  does  mecoi  that  the  set  examination  fails  to  oilist  the 
sympathy*  cooperation*  or  the  interest  of  many  of  the  students*  and  jusl 
to  that  degree  fails  in  being  true  educational  means.  Also*  in  our 
interpretation*  the  thirty-one  who  object  to  the  set  examination  on  the 
basis  of  the  physical  and  eaotlonal  discomfort  that  it  causes*  mtist  be 
noted. 

The  fact  that  in  an  item  asking  only  for  defects  or  negatlTe  values , 
only  three  students  among  so  many  should  rise  to  an  unqxiallfled  defense  of 
the  set  examination*  whereas  in  a  preTious  item  seeking  <mly  positlTe 
values,  twenty-nine  students  shoTild  as  unqualifiedly  declare  it  of  no 
'valtie  at  all*  is  net  without  Its  meaning* 


63. 


The  next  item,  qt»8tlon  11,  asking  for  ways  and  means  to  iaprore 
the  set  examination,  -mis  inserted  as  a  check  on  the  two  preceding  itens 
in  particular,  and  <m  all  of  Part  I,  in  general.  To  what  extent  this 
has  resulted,  will  be  brought  out  in  the  tabulation  of  the  reconmendationa 
which  are  divided  roughly  into  six  olasses. 

(l)  Time  or  length,  frequency,  announcement: 

(a)  OiTe  aiaple  time  for •••••  8 

(b)  More  frequent,  shorter  in  tiJM,  and  of 

consequent  less  indiTidual  -value.  ....  27 

(c)  Simply  shorter  as  to  number  of  questions  «  .  23 

(d)  Announcement 

(1)  Uhannotmoed     .......••••••10 

(2)  Enounced  longer  tine  ahead.  •  •  •  •  •   2 

(3)  Give  questions  out  in  adimnoe  ....  19 

(e)  Hold  at  regular  interrala •  3 

(f)  Prerent  so  many  coming  on  same  day.  •  .  .  •  •  2 

(2)  Type  of  examination  should  be: 

(a)  Oral  or  informal  ........••.•••  f 

(b)  Written S 

(3)  Mature  or  character  of  qucstiwis: 

(a)  Permit  choice  of  questions,  personal 

judgment  and  reaction  .••....•••89 

(b)  Of  applied  problem  nature ^^31 

(e)  Broad  and  general  in  scope  •••••••••15 

(d)  Should  appeal  only  to  memory •  6 

(e)  Ho  catoh  questions     ••••••••     6 


54. 


(f)  U»9  oatoh  questions  only, 

(1)  When   students  are  all  good  vith 

ohances  to  ansirer  good  ••••••     1 

(2)  nhen  they  have  grown  lax ••     1 

(g)  Train  uniyersity  professors  in  art  of 

questioning  ••....•.•••••••     1 

(4)  Harks  and  marking: 

(a)  Broaden  basis  of  grading,  oaking  it 

class  work,  papers,   reports,  mid- 
terms,  finals,   etc.    •.•••••••••24 

(b)  Excuse  from  examination  those  making 

90  per  cent  or  over  •••••••••••     1 

(o)  Professors  should  read  papers  ••••••••  1 

(d)  Return  papers  with  ctaistructiTe  criticisms.  •  1 

(e)  Qrade  papers  on  basis  of  number  of  questions 

answered  (in  long  examinations)  •  •  •  •  •  1 

(f)  (^iye  two-question  tests,  coxmting  eaoh  test 

only  50  per  cent.  Take  total  marks  of 

two  tests  for  one  grade  ...•..•••  1 

(g)  Eliminate  marking  system  ..••..••••  1 
(6)  Organization  and  Administration: 

(a)  Improve  teaching  by  organizing  courses  on 

seminar  plan ••••••     9 

(b)  Do  not  use  as  a  club,  to  scare  students  •  •  •  2 

(c)  Let  instructor  take  right  attitude  and 

introduce  more  honor^   ••••••••••     2 

(6)  Abolish  or  change  radically: 

(a)  Abolish  . 5 

(b)  Give  self  examinations.   ••••••••..•SO 


55. 


We  muBt  again  Tse  wimod  against  drawing  any  hasty  conclusions 
tram  the  data  just  presented.  However,  that  such  oomparatiTcly  large 
nunibers  should  nalce  a  plea  for  nore  frequent,  shorter  examinations,  with 
less  falue  placed  on  each  examination,  for  a  wider  range  of  choice  of 
questions,  with  the  privilege  of  personal  judgment  and  reaction,  that 
examinations  should  be  more  practical  or  of  the  applied  prohlam  nature, 
and  that  the  basis  for  grading  or  marking  should  be  made  broader,  so  as 
to  include  class  work,  class  reports,  papers,  aid-terms,  finals,  and  so 
on,  bears  its  meaning  with  it.  It  means  that  in  these  respects,  a  large 
grovq)  of  students  have  fotmd  the  set  examination  lacking;  and  they  se«s» 
to  think  that  as  examinations  are  now  organised  and  conducted,  students 
are  not  given  the  opportunity  to  do  full  justice  to  theawelves.  The 
wide  range  of  remedies  proposed  means  that  in  a  similarly  wide  range 
have  set  examinations,  to  that  desr««  »t  least,  proved  weak  or  inadequate. 

It  was  to  be  expected,  of  course,  since  all  of  the  students 
answering  the  questionnaire  were  familiar  with  the  self  examination,  and 
since  its  use  seemed  superficially  at  least,  to  be  generally  satisfactory, 
that  a  number  would  mention  the  substitution  of  the  method  of  the  self 
examination  for  the  sot  examination;  but  the  actual  mmber  so  mentioning 
it  was  surprisingly  large,  in  view  of  the  fact  that  Part  I  in  no  instance 
alluded  to  the  self  examination.  It  is  also  interesting  to  note  in  this 
connection  that  so  many  as  nineteen  made  the  suggestion  that  the  questions 
be  given  out  in  advance  of  the  actual  examinatiwi.  To  adopt  such  a  plan 


56. 


vottld  b«  to  approach  tha  method  of  the  self  examination,  as  would  also, 
in  a  aeasvra,  the  applied  problems  examination. 

Enough  has  been  shown  in  the  data  to  indicate  that  the  set 
examination,  so  far  as  tiiis  group  of  students  at  least  is  concerned, 
has  been  weighed  and  found  seriously  laoking* 


I. 


57. 


mU.   OR  SELF  EXiOnXATIOl  AID  ZBTERFBETATIOS. 

A»  QwMra.1  Stataaant. 

For  the  meaning  of  the  aelf  axsoinatlon  ve  should  perbaps  refer 
agpiia  to  the  Btatenant  of  aeening  and  descrlpticm  that  vaa  gSran  ia 
Chapter  III  of  this  study* 

Fkrt  II  of  the  qaestioomire,  '*Seeie  Ftaases  of  the  Self  Examixm- 
tion",  divides  into  five  groups  instead  of  four,  as  did  the  one  on  the 
set  examination* 

(1)  The  feelings  at  announeeassnt  vith  oause* 

(2)  The  method  of  study  followed  to  prepare,  with  an  evaluation* 

(S)  The  feelings  at  the  time  of  taking* 

(i)  An  evaluation  of  the  self  emmlnation  and  oomparison  vith 
the  set  examination* 

(5)  Probable  effect  on  the  study  habits  and  potver  of  memory,  if 
the  self  eoBBmination  should  oorae  into  general  use* 

The  plan  of  the  svBonary  and  interpretation  in  the  last  chanter 
will  be  followed  in  setting  out  the  facts  and  moaning  of  the  inquiry  into 
the  self  examination*  In  general,  there  were  one  hundred  ten  replies  re- 
ceived to  this  part  of  the  questionnaire* 

B*  Feelings  at  Announo— nt  and  Causes* 

The  questions  in  the  first  division  were  two,  as  given  belowi 

1*  Analyse  or  describe  your  feelings  on  hearing  the  announce- 
ment that  you  will  be  expected  to  present  a  manuscript 
prepared  as  a  self  exandnation,  at  a  oertain  time, 
whether  of  resentment,  fright,  fear,  pleasvire,  .joy,  in- 
difference, etc* 

2*  Try  to  assign  a  oause  for  feeling  as  you  did  toward  the  matter* 
(Hve  the  catise* 


68. 


Th«  terma  used  by  the  student*  in  describing  their  feelings 

or  attitudes,  were  again  dirided  into  faTorable,  unfaTorable,  and 

indefinite  or  neutral.  The  sereral  descriptire  terms  under  these 

headings,  together  with  the  times  of  their  ooourrence*  were: 

Pavorable 27 

ThifaTorable  ..•..•>•  8 
Indefinite  or  neutral  .  .  .  21 

Total 66 

PlTe  of  the  twenty-seren  farorable  terms  were  used  seren  or 
more  times: 

Pleasure,  pleased  42 

Relief,  rellered 10 

Interest,  interested  ...   9 
Joy 7 

Satisfaction,  satisfied  .  .  7 

The  following  fiTe  appeared  from  two  to  four  times: 

Olad,  gladness 4 

Curiosity 2 

Delight,  delighted  ....  2 

Happy 2 

Surprise  2 

The  remaining  seTenteen  ooourred  but  once  eaoh.  They  were: 

A  chanoe  to  express  myself  Pleasant  anticipation 

All  right  Pleasant  sort  of  humor 

Calculation  as  to  what  I  Pride 

shall  write  and  how  I  Problem  to  be  done 

shall  treat  it  Ihoughtfulness 

Coiaposure  Thrill 

Desire  to  assert  myself  Welcomed 

Enthttfiastic  What  manner  of  aan  is  this 
Exhilaration  that  no  "exams"  will 

More  satisfying  decorate  the  board T 

Hothing  like  my  feelings 

toward  the  set  examination 


59. 


Th«  o«uB«s  glTan  for  th»  "pleasure"  expressed  at  hearing  the 
aimoxsioement  of  a  self  examination  with  the  ntoaber  of  times  giren  are 

tabulated  below: 

Opportunity  for  self-direction  and  expression  •  •  •  58 

Time  enoiigh  allowed ..,...••15 

No  set  examination  to  dread ••  6 

No  craoBlng  .•...•...  ......  4 

More  benefit  —  better  memory  training 4 

Because  of  noyelty.  .••••••••..  5 

Opportunity  to  get  general  riew  of  subject.  ....  2 

Fair,  ConduciTe  to  honor 2 

ConstructlTe  criticism  received  on  this,  and  dis- 

ooTcr  my  own  weak  points  ............  2 

All  of  the  specific  reasons  for  this  feeling  of  "pleasure" 
would  be  too  many  to  reproduce,  but  a  few  of  them  will  be  indicative 
both  of  their  tone  and  quality. 


"It  was  something  new,  and  gave  me  the  feeling  of  a  different 
sort  of  responsibility  thrown  upon  me." 


m 


n 


It  was  xxp   to  me  to  make  good  and  not  to  try  to  cram* 
"since  I  can  control  the  situation  and  do  it  when  and  where  I 


please." 


n 


It  has  resulted  in  my  taking  even  greater  Interest  In  the 


subjects  than  I  might  otherwise  haTe. 


N 


"Do  not  have  to  sit  down  in  a  close  crowded  room  and  write 
for  an  hour  without  thinking." 

"Knew  that  I  would  hare  time  and  interest  to  make  the  manuscript 
worth  while." 


"Conducl-ve  to  honor  and  really  searching  as  to  real  good  In 
the  course." 


"I  probably  felt  pleasure  because  it  was  not  to  be  a  written 
(set)  examination,  and  probably  because  my  experience  with  the  self 
examination  is  so  limited." 

"It  Is  an  attitude  of  fairness  toward  myself  as  a  student,  and 
not  an  attempt  to  grade  on  a  narrow  range  of  questions  as  in  a  set 
examination." 


Hianuff- 


60. 


"That  I  aa  to  work  out  problems  that  haT«  ooaa  up  in  ay  mind. 


H 


"An  appreciation  of  tha  worth  of  the  self-exaainatiim,  from  the 
standpoint  of  educational  psychology." 

"The  paper  giTes  you  more  chance  to  think  out  actual  experiences 
and  to  apply  things  to  your  own  case." 

"Due  to  a  desire  to  be  able  to  master  the  given  material  and  then 
to  express  it  in  ay  own  words  as  it  appears  to  me." 

"I  like  the  matter  of  self  analysis  in  ord«r  to  find  my  weak 
points  —  to  arrange  the  points  of  a  subject  into  the  whole  and  under- 
stand their  relation  to  each  other." 

"I  felt  that  I  could  discuss  fully  any  topio  and  knew  if  I  did 
not  exactly  coincide  in  ay  Tiew  with  that  of  the  teacher,  my  riews 
would  be  respected." 

"Because  of  experience  in  both  methods.  In  the  case  of  the  set 
examination  it  is  a  continued  period  of  fear  and  worry  until  after  the 
•xsmination  is  OTer;  i.  e.^wonder  as  to  what  the  questions  will  be,  or 
if  you  are  studying  the  correct  things." 

"I  have  time  to  go  over  my  material,  mark  it  out,  plan  it,  bringing 
in  my  own  perscnal  reacti<»is  on  the  subject,  and  thus  I  take  an  interest, 
which  causes  me  to  retain  the  knowledge  I  hare  gained." 

The  reasons  offered  for  the  other  fsTorable  feelings  classified 

about  as  those  stated  in  the  case  of  "pleasure." 

Of^ortxsiity  for  self  expression  and  self  direction  •  •  40 
That  it  was  not  set  examination  •.....•.•.•  21 
Because  it  was  new  .......   ....••••.•  6 

Qawe  plenty  of  tia« ••••••     6 

Fair 5 

More  benefit 4 

Ho  cramming  ....  ••••..•••••••••..  4 

Chance  for  rewiew  .  ..•.•.•.•••••••••  1 


Gcmbining  the  two  tabulated  lists,  we  hare  as  causes  for  the 
faworable  feelings  toward  the  self  examinatimi  the  following  reasons. 


61. 


with  tha  number  of  tiiMS  each  iras  gi-ren: 

OpporttDiity  for  self  axpression  .•••..  78 
That  it  vas  not  set  examination  ••••••  27 

TioA  anoogh  allowed  for  •••■••••••19 

Because  it  was  new     ••••••••••••     9 

Ho  craaning  ...•••••••••••••     8 

More  benefit 8 

Fair 7 

Opportunity  for  review^   ••..••••••     5 

ConstructiTe  criticism  on  my  paper 2 

Additional  specific  causes  may  have  a  further  interest  for  ua, 

"lot  ao  impersonal  as  a  formal  examination*  rather  a  part  of 
yourself •" 

"I  waa  to  receive  all  the  benefits  of  «m  examination  without 
the  dread  and  worry  of  one^ 


N 


"It  was  a  new  style  to  me^  My  idea  of  going  to  school  was 
always  connected  with  exams.  I  became  interested  in  the  *dry'  subject 
of  pedagogy," 

"Due  to  the  fact  that  it  iiasn't  the  old  formal  examination  which 
always  struck  terror  to  my  soul. 


tt 


"l  know  that  much  depends  upon  my  work  and  ability  to  understand 
what  I  read,  so  I  work  happily,  believing  I  sub  really  doing  myself  a 
favor  "by  working." 

"a  relief  from  the  old  set  examination.  Offered  an  opportunity 
for  a  nattiral  expression  of  impressions  -  an  outlet  for  the  mental  stimulus 
generated  by  the  course," 

"There  weren't  inniaerable  facts  that  oust  be  crammed  into  one's 
head  only  to  be  forgotten," 

"Oava  me  a  feeling  of  having  a  chance  to  create  something  as 
well  as  to  get  a  grade." 

"SeeaB  to  ae  to  be  the  fairest  kind  of  an  examination  that  I 
have  ever  expci  lenoed." 

"a  cause  might  be  the  big  'l*  which  causes  us  to  wish  for  a 
chance  for  self  expression  tsider  conditions  more  favorable  than  those 
allowed  in  a  classroom  and  when  reflection  can  be  made." 


62. 


"I  hKv  be«i  brox^ixb  to  reallM  that  by  this  method  I  can  gat 
most  out  of  a  ooiirBe  and  •▼entually  bo  abla  to  paaa  a  little  on  to 
aoo0  ocw  alae  by  thinking  problons  through  by  deviating  troa.  a  text 
book  or  sooe  one  else's  opinions." 

"It  stiiaulated  oonfidenoe  in  n^reelf  and  gaTe  rae  courage  to 
proceed." 

There  were  but  eight  xmfavorable  terms  made  use  of  in  describing 
their  feelings,  only  one  of  which,  "reeentawit,  resent  it,"  eraployed 
six  tines,  was  used  more  than  once.  The  other  tttnas  weret 

Annoyed  Weariness 

F«ar  VbeA   is  the  use; 

Frightened  what  good  will  that  be? 

Tied  down  Idrrisd 

lbs  grovBias  for  these  attitudes  or  feelings  were  oalnly  the 
four,  as  tabulated  belowt 

Did  not  undenrstand  what  was  wanted  •  •  6 

Press  of  othor  work ...6 

LadE  of  interest 1 

Thought  unnecessary 1 

The  five  stuoples  of  statcuents  of  ouuses  quoted  will  stiffioe 

to  sliow  the  nature  of  sudi  causes* 

"Did  not  know  jxist  what  was  itoant*" 

"It  meant  a  little  extra  work  if  I  intended  to  enjoy  a 
end  entertaixnent  away  from  home*" 


"I  thought  it  was  asking  too  nuoh,  beeaaee  I  did  not  kmnw  the 
sub,j  eot  thoroughly  as  a  teacher  is  expected  to  do*" 

"I  hKrm  derelopad  a  habit  of  liatcning  to  otbsr  people  thinking 
things  over,  and  keeping  my  ideas  to  myself*  If  I  spilled  ray   ideas 
right  out  the  first  ttaioB,  I  would  have  opposition*  I  suppose  it  is  ny 
habit. of  reserve  that  nskw  as  take  rather  slowly  to  the  self  CDCsmination*" 

"Tly  first  impression  was  that  to  rsrasmber  all  the  important  flaets 
and  write  them  down  without  the  added  suggestion  of  prepared  questions 

would  be  rather  difficult*" 


63. 


Of  the  indefinite  or  neutral  feeling*  there  were  twenty-one  in 
all.  Of  these  twenty-one,  but  one  appeared  more  than  twice : - 
IndifferMiee,  indifferent  ••••••  21 

and  but  three  others  that  appeared  so  often  as  twice  each,  as  a  matter 
of  course,"  "puxeled,"  and  "surprise."  The  reoaining  seTentewi  wer» 
giwen  but  anom   eaoh.  The  list  is: 

A  little  queer  CoBe-what-4ay  attitude   To  determine  juat 

Anxiety  Damfountbtent  what  time  would 

.  As  regular  assignment.  Get  busy  be  most  convenient 

part  of  course,  task.  Lost  to  prepare. 

Between  indiffareno*  and  Of  duty  Trying  to  figure  out 

the  willing  phas«  Perplexity  what  was  meant 

Bewildered  Resignment  ^tter  astonishment 

Shame  Utterly  at  a  loss 

la  accounting  for  these  feelings,  the  students  again  offered,  of 
course,  Tarious  reasons.  HoweTer,  these  reasons,  after  inspection, 
somewhat  readily  reduce  to  four  or  fire  main  classes,  with  several  scatter- 
ing ones.  In  order  of  the  times  occurring,  a  tabulation  shows  the  results 
as  follows: 

To  be  expected  '--  regular  assignment  ...  14 
NoTelty  of  the  method  ••..•••••.12 

Time  enough  granted     •••••••••••     7 

Confidenoe  in  self  ••••...•.•••  5 

Hot  interested  ......•...••••  S 

More  careful  study  required^  •••••••  2 

Self  expression.  ••••••••••...  2 

Anxious  to  accomplish  task  ••••....l 

Not  a  gamble  •.•••••••••••••     1 

aiiame,  if  not  been  fair  to  teadtier  •  •  •  •  1 

From  the  general  statement  of  causes  ^  isted  above,  me  could 
eonstruet  iMiny  of  the  individual  reasons  as  set  down.   Soom  of  the 
typical  ones  may  not  be  without  interest,  however^ 


64. 


"It  was  a  new  situation,  and  eonsequwitly  I  did  not  know  how 
to  act." 

"It  'MIS  to  be  expected  in  a  course  of  this  sort." 

"I  don't  mind  the  task  of  writing  such  a  paper." 

"Expect  to  be  able  to  do  the  work  bat  aua  not  partlotilarly 
interested  in  it." 

"it  aeeaed  a  matter  in  no  wise  out  of  the  regular  line  of 
asaigninent.'* 

"Made  a  failure  of  the  first  one,  and  did  not  know  how  to  nake 
this  one  successful." 

"Did  not  know  whether  It  was  to  be  a  siaqile  introspection  relatiw* 
to  the  subject  aatter  or  a  self  adainistered  old  set  exaodnation." 

"a  self  examination  means  to  me  the  writing  down  of  the  thoughts 
that  would  come  to  ae  in  preparing  for  a  set  examination,  and  so  it  does 
not  bother  me  one  way  or  the  other." 

"Hare  more  time  to  arrange  my  thoughts  and  really  put  down  what 
I  feel  as  most  important  and  what  I  am  interested  in." 

An  analysis  of  the  svmmiaries  of  the  data  in  questions  1  sund  2 
shows  first,  that  the  twenty-scTen  different  favorable  terns  were  used 
altogether  one  hundred  foiir  times,  or  an  average  of  nearly  four  and  one- 
fourth  times  per  term;  8ec<md,  that  the  eight  unfavorable  terms  were  used 
Uiirtesn  different  times  in  all,  or  a  little  more  than  one  and  one-half 
times  per  term  on  an  average;  and  third,  that  the  twenty-one  indefinite 
or  nexxtral  terms  occurred  forty-four  different  times,  or  Just  a  little 
more  than  twice  per  term.  If  the  unfavorable  and  indefinite  or  neutral 
terms  are  combined,  together  wi-Ui  the  nimiber  of  times  eaoh  ooourred,  the 
twenty-nine  terms  appear  fifty-seven  times,  or  one  less  than  twice  per 
term  on  the  average.  It  would  thus  seoi  that  the  favorable  terms  are 


65. 


more  than  twle«  aa  popular  aa  the  unfavorable  and  indefinite  or  neutral 

«aBd>ined« 

T!h»  areragea  given  abora  aaqr  not  mean  a  great  deal;  but  that  among 
iba  oatwes  for  the  favorable  feelings  tonard  the  aelf  examination,  the  op« 
portunity  for  aelf-expreaaion,  aelf-direotion^  poraonal  reaction,  individual 
judgment,  and  the  proriaion  for  the  special  interest  of  oe-dh  individtial, 
should  ooour  aeventy-eight  times  in  a  total  of  one  hundred  four  cases,  ia 
of  predominant  signifioanoe*    Also,  the  fact  that  tventy-seven  students 
of  the  one  hundred  nine  should  definitely  give  as  a  reason  for  their 
favorable  feelings  that  it  aas  not  to  be  u  set  eaatri nation,  ia  not  to  be 
overlcoked*    Hovevery  we  nay  not  thereby  conclude  that  in  the  estimation 
ot  theae  the  self  examination  was  all  right.     It  may  have  meant  not  that 
they  lonred  the  self  exaioination  mre,  but  that  they  at  least  loved  the 
set  exBaination  less*     It  is  irortlqr  to  note,  too^  that  the  time  allowed 
for  the  self  eocamination  was  mentioned  altogeUier  nineteen  times  in  the 
ana  faondred  four  oases*     Other  causes  that  deserve  favorable  mention 
are,   (1)  beeause  it  was  new;   (2)  beoaiise  it  required  no  oraaming;   (3) 
that  it  WAS  fkir,  and  (4)  the  general  statement  that  it  was  simply  more 
benefieial* 

Of  the  eight  unfavorable  terns,  occurring  in  all  only  thirtesn 
times,  only  one,  "reasntaent,"  was  responsible  for  nearly  one<>half  of  the 
total*    An  analysis  of  the  reasons  presented  as  causes  for  these  uai^cvorable 
feelings  shows  that  otzt  of  fourteen  specific  statements,  seven  of  then 
have  little  or  no  comeotion  with  the  type  of  examination,  but  were  due 
to  the  time  of  the  announcement  or  onnotnosments,  or  lack  of  interest  in 
the  course*     Six  others  are  accoimted  for  because  of  the  newness  of  the 


66. 


■llimtion  as  an  examination,  irhile  the  last  or  foiirteenth  gave  a*  a 

eause  that  he  was  already  doing  and  had  done  irtiat  the  self  exandnation 

nas  requiring  of  hiai,  and  he  therefore  thought  it  altogether  unnecessary. 

Of  the  ^orty-four  occurrences,  of  indefinite  or  neutral  terns 

used,  again  a  single  term,  "indifference,  indifferent,"  im»   responsible 

for  nearly  o.ie  half  of  the  cases,  ooourring  twenty-one  times.  A 

classification  of  the  causes  for  this  indifference  shows  the  following 

results : 

Similar  to  regular  assignment  ....  9 

Plenty  of  time .4 

Self  confidence  ...........S 

Hot  interested  ...........S 

Must  be  done,  ^hy  worry?.  ...•••  2 

Am  was  stated  in  Chapter  lY,  in  connection  with  this  same  phase 
of  indefinite  or  neutral  terms,  that  such  terms  in  reality  may  be  coimted 
as  iinfavorable,  for  to  the  degree  that  a  method  fails  to  arouse  interest, 
support,  cooperation  or  favorable  reaction,  to  that  degree  it  may  be 
regarded  as  failing.  It  may  however  be  said  that  to  accept  a  sitiation, 
requirement,  or  assignment  rather  as  a  matter  of  course  for  the  reason 
that  you  feel  that  you  have  time  enough  to  do  it  may  not  be  altogether 
a  bad  feature.  A  further  investigation  shows  that  the  novelty  of  the 
method  was  in  part  responsible  for  no  fewer  than  twelve  oases  of  the 
unfavorable  attitudes  toward  the  self  examination.  It  would  seem  fair 
to  say  that  a  further  acquaintance  with  the  method  would  very  probably 
convert  some  of  these  unfavorable  to  favorable  oases.  It  wottld  also 
appear  that  a  ntmber  of  the  students  interpreted  the  question  to  ask  for 


th«ir  respeetiT*  feelings  and  attitudes  on  hearing  the  annoimcement 
for  the  first  time.  If  that  is  true,  it  might  also  be  fair  to  assume 
that  these  ir«i-9   not  their  sereral  feelings  after  they  were  once  familiar 
with  what  was  wanted. 

C.  Habits  of  Study  and  Their  Evaluation. 

It  would  seem  to  be  a  truism  that  proper  habits  of  study  are 
fundamental  in  the  process  of  education.  It  is  also  just  as  evident 
that  little  or  no  attention  is  being  paid  in  our  educational  systea 
to  inculcating  such  proper  habits  of  study.  The  emphasis  is  placed 
on  the  learning  of  so  muoh  content  or  material,  a^d  the  testing  to 
determine  whether  it  has  been  learned*  with  practically  no  concern 
on  the  part  of  many  instructors  beiug  giwen  to  the  way  in  which  it  is 
learned.  One  of  the  prime  purposes  in  education  should  be  how  to 
locate  ajid  define,  how  to  attack,  and  how  to  solve  problems,  and  that 
■•ans,  of  course,  how  to  study.  Examinational  methods  should  be 
Judged  in  part  by  their  effectiveness  in  encouraging  and  establishing 
valuable  and  proper  habits  of  study.  To  what  extent  the  method  of  the 
self  examination  does  these  things,  as  experienced  and  Judged  by  the 
group  of  students  whose  replies  are  here  considered,  will  appear  in 
the  suianaries  of  the  second  group  of  questicms  in  the  questionnaire. 
This  group  is  comprised  as  below: 

S.  Describe  yorjr  method  of  study  in  preparing  a  self  examination 

manuscript. 

4.  Does  your  method  of  study  in  preparing  a  self  examinati<m 

mantiscript  differ  from  your  usttal  study  method?  ^f  so, 
describe  the  points  of  difference. 

5.  If  your  method  of  study  in  preparing  a  self  examination 

manuscript  is  different  from  your  usual  method,  evaluate 
your  method  in  preparing  the  self  examination  manuscript 
as  compared  with  your  usual  method. 


6a. 


In  saking  a  sunoary  of  the  procedure  followed  by  the  students 
in  preparing  the  self  examination  laanuscript*  the  descriptions  or 
analyses  of  tne  several  nethods,  the  restilts  are  as  followe: 

Select  subject  or  phase  to  be  treated  •  •  •  16 

Reriew,  piok  out  soiin  points,  chief  faotors, 
principles,  eto.,  ...74 

Supplement  by  outside  reading,  discussions 

with  others,  personal  experiences,  etc.  70 

Outline,  organize,  write  out,  with  inter> 

pretations  ...•.....•••••70 


lot  Toting 


Quotations  from  several  of  the  actual  replies  of  the  students 
will  serve  to  throw  more  light  on  this  most  interesting  phase  of  the 
problea. 


■  i 


At  first  I  go  over  the  main  points  in  the  reading  and  notes 
jotting  down  anything  which  catches  ny  attention  as  having  possibilities. 
Then  I  go  over  the  list  jotted  down  and  try  to  formulate  my  ideas  con- 
jtired  up  by  their  presence.  Next  I  ohoose  the  topic  which  seens  most 
far-reaching  or  interesting  and  work  out  a  theme  rotnnd  it  going  to  the 
reading  matter  and  notes  to  assist  me  in  every  way  possible." 

"l  look  at  the  titles  of  the  chapter  to  see  the  general  subjects 
treated,  then  I  look  over  the  headings  of  the  various  topics  treated 
and  over  what  I  have  noted,  in  my  study,  that  appealed  to  me  .  .  • 
I  then  try  to  analyse  in  my  mind  what  the  fundamental  thread  is  that 
the  author  is  developing,  try  to  thin^  and  determine  what  are  the 
Important  facts  in  the  problem  and  then,  before  commencing  to  develop 
my  paper,  I  try  to  state  as  cleerly  as  I  can,  in  an  introductory  state- 
ment the  fundamental  nature  of  the  problem  and  what  my  aim  will  be. 
I  then  proceed  to  develop  my  manuscript  along  that  line  as  best  I  can." 

"in  preparing  a  self  examination,  I  try  to  think  over  the  subjects 
and  material  covered  during  the  period  under  consideration  without 
reference  to  my  notes.  I  buttonhole  some  other  member  of  the  class  and 
discuss  various  points  in  the  study,  or  get  him  in  an  argument  over 
certain  issues.   Then,  with  my  notebook  before  me,  I  project  my  awn 
opinions,  theories,  and  conclusions  throii^h  the  material  eaqphaaixed  by 


69. 


the  not««  which  I  ha^e  taken.  Some  notes  may  be  eojipletely  dlBregarded 
and  others  greatly  expanded. 

"(a)  Mapped  out  work  In  my  aind. 
(b)  Took  notes  upon  subject.  ^ 

(e)  Coopiled  notes,  organised  and  wrote  paper  from  jay  viewpoint. 

"A  search  of  inpresslons  gleaned  fron  the  course  to  find  th» 
points  that  stand  out  —  a  royage  of  discovery  full  of  interest  and 
thrill.  Then  a  review  of  the  notes  tak«i,  and  a  further  examination 
of  the  text  (and  other  books)  to  verify  these  impressions.  Then  a 
digestiwi  of  the  data  and  a  formulation  or  organization  of  ideas. 


"I  try  to  determine  that  which  is  the  most  ijq>ortant  element 
(or  elements)  in  the  work  and  so  on.  It  therefore  beooMS  a  very 
personal  thing  and  caie  becomes  very  interested  in  it,  because  it  is 
like  solving  a  problem.  This  causes  us  often  to  study  it  Jftore  carefully 
and  to  a  greater  extent." 

"in  contrast  to  the  old  method,  in  preparing  a  self  examination 
■anuecript  I  find  that  the  subject  n»tter  has  to  be  considered  thought- 
fully. This  is  not  necessarily  so  in  preparing  for  a  set  exaidjaatian. 
It  is  possible  to  memorize  enough  of  the  subject  matter  to  pass  a  set 
exaadnation  without  even  a  glinaering  of  understanding  of  what  you  have 
■MU>rieed.  This  cannot  be  done  in  preparing  a  self  examination,  because 
i^  ia  necessary  to  think  until  you  do  understand  clearly.  And  that  is 
my  method  of  Btuc^y  —  first  to  be  sure  that  I  do  understand  the  subject 
matter,  think  it  over  from  as  many  angles  as  suggest  themselves,  and 
then  to  go  ahead  and  write  the  paper. 

"The  method  of  study  for  the  self  examiivition  caxmot  be  confined 
to  cramming.  When  I  know  that  a  self  examination  will  be  expected  at 
the  end  of  the  course  or  at  certain  intervals  I  am  constantly  aurare 
that  something  more  than  mere  facts  will  be  necessary  to  write  a  satis- 
factory paper.  Every  problem  presented  suggests  some  Interesting 
aspect  wh«i  we  allow  our  minds  to  play  with  it.  The  old  set  examination 
prevented  such  reflection." 

In  question  4,  the  students  were  asked  whether  their  method 

of  study  in  preparing  a  self  examination  differs  from  their  usual  study 

method,  and  if  so,  to  state  the  points  of  difference.  The  vote  with 

the  points  of  difference  is  set  out  in  the  following  tabulations. 


^ 


70. 


(1)  Tes,  does  differ 39 

(a)  Uore  disorlainaling,  thorough,  or  definite  •  •  30 

(b)  More  time  given.  •..........•..•  4 

(e)  Tjo  not  cram.  ..•.•..•..••••••*  8 

(d)  More  interest  and  personal  reaction.  .....  9 

(2)  Yes,  (qualifledly-thought  it  shood  not) 9 

(a)  Only  more  general*  ......  4 

(b)  Okily  as  to  time 1 

(o)  As  to  interest  and  perscmal  reaction  .....  6 

(s)  Ho,  does  not  differ.  ••.......•....•.15 

(4)  No  (qualifiedly) 18 

(a)  Except  'wider  in  scope.  ............IS 

(b)  Ho  eramniing.  ......a..........   6 

(e)  More  personal  reaction  ...........a  7 

(d)  Only  as  to  -writing  it  out  ..........  1 

(5)  Compared  to  study  for  set  e^'mminaticm  instead  of  to 

usual  method  ....... ...........ES 

(a)  No  oraaaing  for  self.  .••.••......18 

(b)  More  time  to  set.  ......••••••••  1 

(o)  More  personal  reaction  to  self.  ...... .10 

(d)  More  free  and  calm  in  self.  .........   2 

(6)  Not  voting 8 


Although  the  points  of  difference  between  the  tvo  methods  of 
sttidy  set  down  by  the  student,  or  the  explanations  offered,  seemed 
to  contradict  the  "yes"  or  "no",  yet  the  vote  was  recorded  on  the 
basis  of  such  "yes"  or  "no"  and  not  in  accordance  with  the  points  of 
difference  or  the  explanations  presented. 

The  vote  also  shows  that  the  question  was  misinterpreted,  aa 
indicated  by  the  relatively  large  ntimber  wlio  compared  their  study  for 
a  self  examination  to  that  for  a  set  examination.  This  misinterpretation 
is  further  shown  in  the  points  of  differences  between  the  two  methods. 


71. 


in  same  of  the  other  oases  as  set  out  above*  Suoh  points  of  differenoe 

clearly  show   in  some  instances  that  the  studwit  mist  have  had  in  aind 

the  set  ex«min«ilon  irith  whioh  to  easq>are  his  study  for  the  self  exaadna- 

ticm. 

The  isetw  nas  perhaps  not  quite  so  auoh  oonfused  in  question 

number  5«  in  -which  they  were  asked  to  evaliiate  their  study  for  a  self 

ejcamination  and  their  usual  study  method,  though  there  is  also  son* 

•Tidenoe  here  that  there  -was  aiainterpretation.  The  vote  in  question 

5  stood: 

Study  for  self  examination  more  valuable  •  •  •  .  •  72 
Study  for  set  examination  more  valuable  •  •  •  •  •  1 
Usual  study  more  val\iable     •••.••••••••     1 

Both  methods  of  aqtial  value* •.••••14 

Indefinite 18 

Hot  voting  • *••*•«•••*•••*      2 

Total     TS§ 

Those  irho  decided  that  the  study  for  a  self  examination  was 

the  more  valuable,  based  their  deoisions  on  the  following  reasons: 

Galls  for  better  organization  •••*.   36 

Creates  better  mental  attitude,  personal  reaction, 

interest 25 

Better  memory  training.  .*..••*•*••••*  15 

Allows  more  time.  •*••.............  S 

Beoause  writing  it  out.  •••••••...••••  S 

Everyday  lessons  should  be  studied  this  way  .  .  •  •  1 

The  oae  voting  in  favor  of  study  for  the  set  examination  as 
the  more  valuable,  gave  as  a  reason  that  such  study  "trains  cme  to 
remember,"  while  the  one  declaring  for  the  usxsal  method  of  study 
said,  "l  get  knowledge  by  vy   first  impression."  The  fourteen  students 
irtio  agreed  that  both  methods  were  of  eqtial  value  did  so  for  the 
reason  that  the  one  was  but  a  continiiation  of  the  other;  i.  ••,  they 


T2. 


««r«  one  and  the  atmm  aeUiod.  In  the  oase  of  eightiMn  students,  tbm 
replies  vere  indefinite  or  else  did  not  pertain  to  the  questicm* 

Characteristic  r«aarks  or  reasons  for  oonsiderinj^  their  study 
for  self  sxuiioation  the  more  valuable  are  r«present«d  by   the  quotatlose 
to  follow: 

"The  big  things  o<nioeming  the  mrk   stand  out." 

"It  gives  ■•  aa  inspiration  and  inoentirs  for  more  study  <uad 
researeh.** 

"The  ratio  ot  my  us\ial  study  to  ay  study  for  a  self  examination 
is  as  1  :  S." 

"The  things  I  get  vUl  stiok." 

"It  is  the  difference  between  thinking  and  boning*" 

"It  constitutes  the  expression  of  ay  iapresslons*" 

"It  forces  one  to  take  aooount  of  stook«" 

"There  is  more  place  for  initiative." 

"It  tends  to  sake  a  student  to  think  a  thing  through*" 

"The  knowledge  is  vnderstood  and  retained  --  worth  100  per  cent*" 

"It  proTokes  initiative  and  creative  thinking." 

A  rerriew  of  the  sunnary  of  the  nethods  of  study  followsd  in 

preparing  for  a  self  examination  shows  that  nearly  sirty-eight  per 

cent  of  the  students  aim  to  pick  ottt  the  main  points*  dhiet  factors. 

or   important  principles,  and  that  more  than  sixty-four  per  cent  sxqpple* 


it  the  regular  material  of  the  course  by  outside  reading,  discussions 

T.'hich 
vith  others,  and  personal  experience,  after^they  outline,  orgpuiize,  and 

write  the  manuscript,  with  such  interpretations  as  they  may  have  to  give* 


75. 


It  will  be  readily  obserred  by  those  «ho  are  familiar  with  the 
conditiona  of  reflective  thinking  how  that  study  for  the  self  exami- 
nation approaches  such  ccmditions  rather  nearly.  If  it  should  be 
pointed  out  that  the  reason  for  this  near  approach  to  the  conditions 
of  true  thinking  arises  out  of  the  instructions  or  directions  given  to 
students  in  announcing  the  self  examination  smd  in  explaining  it,  the 
proper  reply  would  be  that  that  is  exactly  the  pxirpose  of  the  self 
examination,  to  aid  in  and  to  cultivate  proper  habits  of  study,  and 
to  conform  to  the  principles  of  trtw  thinking*  It  would  ■•«M,  therefore, 
not  to  be  overdrawing  to  conclude  that  the  method  of  the  self  examination 
is  a  very  decided  f&ctor  in  developing  proper  habits  of  study  and  in 
bringing  about  reflective  thinking* 

When  it  comes  to  the  matter  of  differences  between  their  study 
for  the  self  examination  -^nd  their  usual  study,  only  about  thirty- 
six  per  cent  voiced  an  unqualified  difference,  and  forty-foxir  per 
cent.,  coxaiting  both  the  qualified  and  unqtialified  "yes*  vote,  specified 
a  difference  between  the  two  methods  of  study;  whereas,  over  thirty 
per  cent,  expressed  no  difference  whatsoever  between  their  usual  study 
and  study  for  a  self  examination.  If  the  twentyf ive  who  compared  their 
methods  of  study  for  the  set  and  the  self  examination  had  made  the  com- 
parisons asked  for,  the  results  above  given  would  undoubtedly  be  changed 
somewhat.  The  figures  might  also  be  different  if  the  apparent  misin- 
terpretations on  the  part  of  those  who  voted  "yes"  or  "no"  on  the  issue, 
were  cleared  up. 


T4. 


In  the  light  of  the  situation  as  pointed  out  aboTe,  it  is  really 
difficult  to  interpret  the  s«Tenty-two  Totes  oast  in  favor  of  study 
for  the  self  examination  as  the  more  valuable,  as  we  do  not  know  whether 
■any  of  then  were  ooapariag  their  study  for  a  self  examination  with  the 
one  or  the  other,  -   study  for  a  set  examination,  or  the  usual  method  of 
study.  The  reasons  given  for  declaring  in  favor  of  preparation  for  a 
self  enuaination  wotdd  in  a  large  measure  indicate  that  here^  again  the 
students  were  caaf>ai*ing  study  for  the  self  and  set  examinations;  for, 
with  any  other  explanation,  there  would  be  no  reason  for  the  relatively 
large  number  who  voted  for  the  self  examination  study  on  the  basis  that 
it  creates  a  better  mental  attitude,  provides  for  personal  reactions, 
individual  interests,  and  so  on*  It  has  not  been  their  regular  study 
of  which  students  have  heretofore  oosplained,  but  of  their  study  for  the 
set  examinations,  and  it  would  be  rather  mustial  to  have  thea  complain 
of  their  regular  study  in  their  replies  to  question  number  5*  It  is 
more  than  likely,  therefore,  that  they  were  here  indirectly  complaining 
of  their  study  for  the  set  examination.   The  specific  causes  quoted 
directly  from  the  answers  of  the  students,  in  several  eases,  and  in 
many  instances  of  those  not  quoted,  would  lead  us  to  believe  that  th« 
students  ^ad  the  set  examination  in  mind  when  writing  out  these  causes. 

D.  Feelings  at  Preparing  Self  Sxaminaticm. 

The  probloa  indicated  above  is  found  in  questions  6  and  7  of  Part  II 

of  the  questionnaire.  These  questions  are: 

6.  Describe  your  feelings  at  the  time  of  preparing  the  self 
examination  mamusoript  whether  of  resentment,  fri^t, 
fear,  joy,  pleasure,  indifference,  etc. 


75. 


7.  lere  you  nerroxis  idum  you  prepared  the  self  ezazaination 
■anuaorlpt?  Why  or  why  nott 

In  listing  th«  t«ra8  usod  in  reply  to  question  six,  m   got 

as  a  result: 

FaTorable  •••••••••••••••••8S 

TkifaTorable  ••••• ••••10 

Indefinite  or  neutral  •••••••••••     8 

Total         151 

In  the  farorable  olaen^  of  the  thirty-three  terms  used, 

four  of  than  appeared  seven  or  nore  tines. 

Plnasure,  pleased,  pleasurable*  .•».••  42 
Interest,  interested,  interesting  •  •  •  •  •  SO 
in  joy,  enjoyable,  enjoyed,  enjoyauint*  •  •  •  9 
Satisfaction •••••.••••.     7 

Five  occurred  tm>  to  three  times  eaoh' 

At  ease  ••••••.•2 

Calm ...3 

Conf^d-'oe 5 

Bagemess  ••••.••2 
^by  ...•••••.•2 

And  twenty-four  vere  giTsn  but  cmoe  eaoh*  The  list  was: 

Absorbed  Tcsire  to  express  Uors  time 

Agreeable  myself.  liore  pleasant 

Alertness  ^nthuslesm  Vormal 

Collected  Gratitude  Physical  room 

Coapletely  absorbed  Gro^ng  and  unwilling  Pleasantly  excited 

Coaposed  interest*  Pleasantly  interested 

Curious  BtB&or  Hational 

Desire  to  oontribute  Independence  of  thought  Relaxation 

the  material  to  the  very  Uf^rely  a  thinking  Working  interest. 

best  of  w^  ability.        prooese. 

The  thirty-three  different  terns  classed  as  favorable  appesired 
in  all  one  hundred  twenty-four  times,  or  on  an  average  of  more  than 
three  and  three-fourths  times  per  term.  Ttro  terms,  "pleasYtre"  and 


76. 


"interest,"  ware  alone  responsible  for  seventy-two  oeotirrenoes,  or 

fifty-eight  per  eent  of  the  eases,  and  the  fovar   terms  used  seven  or 

more  times  were  responsible  for  nearly  seventy-one  per  cent  of  the 

total,  leaving  twenty-nine  terms  to  account  for  the  remaining  twenty* 

nine  per  cent  of  the  oases. 

While  in  question  6  of  this  group,  the  students  were  not  asked 

to  state  the  cause  or  causes  for  their  feelings,  yet  in  nearly  every 

instance  did  they  do  so.  in  inspection  of  the  several  reasons  shove 

that  they  fall  into  the  groups  below,  with  the  number  of  ooourrenoes 

in  each  case  as  set  opposite: 

Due  to  opportunity  for  personal  reaction,  freed«B,  etc.,  .  .  50 

Interest  in  subject  or  problem IS 

Time  sufficient  •...••.••••••.•.••...•  8 

Rot  memory  work  .•••••••••••••••••••••     4 

Confidence  in  my  ability.  ....•.••;•••  2 

Fairness  of  examination  .••.......•..•.•.•  2 

Vot  set  examination  •.....•.•.•••.•••••.  2 

The  specific  statements  of  the  students  giving  their  several 

reasons  for  their  favorable  feelings  were  most  interesting,  as  ustail. 

The  following  will  show  their  nature  and  content: 

"Anxious  to  do  more  research  work." 

"a  new  kind  of  pleasure  ~  the  enjoying  of  an  examination." 

"Discovered  new  threads  in  the  course  and  their  connections." 

?I  know  my  work  is  mind  work  rather  than  memory." 

"a  very  personal  interest.  We  want  it  to  show  our  best  work." 

"Brings  course  more  into  touch  with  my  own  experience." 

"To  get  n^  reactions  across  clearly,  not  merely  to  answer' 
correctly  for  a  given  mark." 

"Like  a  sailor  on  tsiknown  seas,  or  an  inventor  of  a  new  idea." 


77, 


"Curious  »  as  a  child  oonstruoting  a  map.  Wanted  to  »— 
hov  it  would  come  oat«  and  how  different  points  fitted  in." 

"It  gires  me  a  feeling  of  working  for  n^  own  benefit,  and 
not  the  instructor's  alone." 

"In  endeavoring  to  express  nyself  well,  due  probably  to  the 
laok  of  restraint  either  as  to  time,  subject  naitter,  or  fear  of 


"Merely  a  thinking  process  Buoh  as  one  meets  all  the  tiaui  in 


failure. 

life;  1.  e.,  solving  problssM  as  they  appear  in  your  own  mind. 

There  were  ten  terms  in  the  tmi^Torable  class,  only  one  of  whioh, 

"disgtist,"  appeared  more  than  once,  it  being  used  but  twice.  The  list 

of  the  other  nine  is: 

Don*t-«ant-to-do*it-ness     Insecurity       Eesentment 
Dissatisfaction  Pri^tened       Useless  waste  of  time 

Driren  Objection        Worry 

The  ten  terms  thtis  appeared  eleven  times,  or  an  average  of  just 

a  little  more  than  once  per  term* 

The  reasons  for  these  unfavorable  feelings  were: 

Hot  under  8  tain  ding  method  ..••.....•..4 

Appreciation  of  lack  of  preparation  .....  2 

Extra  work  entailed  .............1 

Against  whole  scheme  .............1 

Laok  of  interest 1 

Soa*  specific  statements  of  ea\ises: 

"I  did  not  know  how  to  go  about  it." 

"Pelt  that  it  was  a  very  difficult  task." 

"Writing  always  provokes  a  feeling  of  disgust  with  my  mode 
of  expression. 

*lfy   interest  was  not  natural." 


78. 


A  najority  of  the  objections  offered  were  seen  not  to  be  due 
to  any  inherent  quality  or  fdotor  of  the  self  exaaination«  and  had 
really  no  connection  with  it  as  suoh«  but  were  due  to  factors  entirely 
external.  Further  acquaintance  with  the  self  exaalnation«  it  would 
thus  seoBf  should  rmoTe  most  of  those  objeotiona. 

Indefinite  or  neutral  tersa  eaae  in  for  a  snaller  share  of  the 

total  number  than  did  the  unfaTorable  ones.  Of  the  indefinite  or 

neutral  feelings  mentioiMd,  there  w«re  only  eight  in  all«  with  a 

total  appearance  of  fourteen  tiaes.  One  of  these*  "  indif f erenoC'- 

indifferent,"  is  to  be  credited  with  seyen  of  the  total  fourteen 

occurrences,  or  exactly  fifty  per  cent.  The  other  seven,  used  but 

once  each,  were: 

Aa  a  SHitter  of  course  Vo  distinct  emotion 

Determination  Resigination 

I  don't  know  where  I*m  going.  Something  to  do 

but  I  am  on  ny  way.  Duty 

The  indefinite  or  neutral  terms,  it  will  be  seen,  were 

used  on  an  average  of  not  quite  twice  per  term.  Of  the  reasons 

giwen  to  explain  these  feelings,  it  was  found  that  they  arranged 

themselves  under  the  following  heads,  the  number  of  times  such  reason 

wtLU   offered  appearing  at  the  right. 

As  regular  or  assigned  work  ••••••••  6 

Indefinite 4 

The  quotations  given  below  will  serve  as  saxq)les  of  causes: 

"l  have  a  paper  to  do  and  oust  do  it.** 

"Taking  it  as  a  matter  of  cotarse,  instead  of  the  regtilar  assign- 
ment." 


79. 


Turning  to  the  8«Tanth  question,  nhioh  sought  to  learn  whether 

or  not  the  students  were  nervous  irhen  they  prepared  their  respective 

self  examination  manuscripts,  the  inquiry  showed: 

■o lOS 

Tea.. 3 

Worried  •.•.••••...•   1 
Hot  voting  .....•.••..   2 

The  specific  statements  as  to  the  reasons  for  the  lack  or 

absenoe  of  nervousness  varied,  of  coarse,  as  one  would  expeot  that 

they  would;  but  the  underlying  oauses  for  such  freedon  from  nervousness 

were  after  all  relatively  few.  A  tabulated  result  shows  the  oauses 

and  tioMS  given: 

Plenty  of  time 52 

Opportunity  for  self  expressim  ......  48 

No  fear  of  failing 29 

Knew  trhat  to  do  and  how  ..........19 

No  reason  for  nervousness  •••......16 

Uanner  of  taking,  environment.  .......  7 

Fairness  ...  .........  5 

Do  not  know  ................  2 

We  shall  have  space  for  only  a  few  of  the  statonents  by  the 
students  as  to  why  they  were  not  nervous.  Let  it  be  said  here  that 
in  general  the  roaarks  were  of  the  same  tenor  as  those  quoted  to 
illustrate  the  answer  to  questions  2  and  6  of  Part  II  of  the  question- 
naire. 

"One  feels  in  writing  a  self  examination  that  there  is  a 
fighting  chance  of  doing  one's  self  Justice  -  time  to  think,  to 
stttdy  and  something  definite  in  view  on  which  to  work." 

"There  was  nothing  to  be  afraid  of.  I  was  working  out  an 
idea  of  my  own  in  the  best  way  that  I  could  at  the  time  and  whether 
the  idea  was  worth  anything  or  not  really  it  was  mine  own  and  I  was 
ready  to  stand  sp<msor  for  it." 


80. 


"l  realized  that  I  had  a  splendid  ohanoe  to  show  just  what 
I  had  gotten  otit  of  the  work  corered." 

"I  was  not  taking  a  chanoe  or  depending  on  ny  guessing  ability*" 

"Because  I  waa  not  working  from  the  outside  in,  but  froa  the 
inside  out.  * 

"Because  I  was  interested  I  was  more  or  less  pleased  -  fear 
and  pleasure  do  not  mix  well.** 

"I  did  not  feel  the  intense  strain  of  make  or  break  on  the 
isaue.  Besides  I  was  writing  briefly,  and  of  the  things  A  had 
thought  about  from  my  own  point  of  -riew.  I  did  not  seek  to  reconoile 
it  with  the  instructor's." 

"Ho.  It  was  more  like  a  friendly  chat." 

"Ho,  because  interest  and  nei^ouaness  are  not  correlated  to  me." 

"l  was  not  nerrous  because  I  was  doing  a  Tery  natural  process  — 
thinking,  plus  formulating  my  ideas." 

"Because  of  a  feeling  that  it  was  n^  paper  and  not  the  reader's 
or  professor's  paper  that  I  was  writing." 

"I  am  not  e«ifined  to  fifty  minutes  in  an  OTercrowded  olassrooa." 

''Possibly  becatise  I  can  go  orer  my  work  and  improve,  etc.,  while 
in  a  set  ejcamination,  that  which  is  down,  remains,  no  time  for  going 
over,  etc." 

Three  people  said  definitely  that  they  were  nervous  at  the  tims 

of  preparing  the  self  examination  manuscript,  and  «ie  acknowledged  to 

being  worried.   Since  the  vote  was  small  and   the  reasons  for  this 

physical  state  or  condition  but  few,  we  may  here  quote  all  such  reasons: 

"Did  not  know  just  how  to  prepare  it  and  when  I  thought  of  th« 
grade  that  might  follow." 


"Only  irtien  trying  the  first  one." 


"Bad  never  had  such  an  examination  before  and  wandered  just 
what  was  expected." 


81. 


"That  I  mi^t  not  do  as  well  as  might  be  expected,  as  a 
result  of  the  opportunity  for  good  original  work," 

"One  has  other  work  to  do  and  worry  Is  about  neglecting  other 
work.  Also,  abotzt  completing  the  manuscript  on  tiae." 

Sereral  of  the  reasons  above  clearly  show  that  such  nenrousness 
as  there  was,  was  due  to  the  newness  of  the  thing  they  were  undertaking 
and  not  because  of  the  nature  of  the  examination  itself* 

In  reriewing  the  data  of  this  division  of  the  questionnair*, 
sereral  facts  seem  to  stand  out  rather  proiainently  above  others; 

(1)  That  the  self  examination  is  cwiduoiTe  to  a  proper  enotiwial 

attitude  or  conditi<»i  on   the  part  of  Btudnnts. 

(2)  That  it  enlists  to  a  very  narked  degree  the  sympathy,  interests 

and  cooperation  of  the  students. 

(S)  That  these  conditions  are  due  to  the  freedom  and  opportunity  for 

personal  reaction  or  self  expression  that  the  self  examination 
provides  or  permits. 

However,  all  of  these  ooncluaione  must  be  further  considered, 

in  the  light  of  the  data  yet  to  be  presented,  and  then  again  in  the 

light  of  all  the  data  taken  together  as  a  irtiole. 

E.  The  Self  Examination  Evaltaated. 

The  questions  of  this  division  had  for  their  purpose  to  secure 
a  direct  estimate  f roa  the  students  thsaselves  of  the  imlue  of  the  self 
examination  by  considering  (l)  both  its  strong  and  weak  points;  and  (2) 
by  a  direct  ccnparison  with  the  set  examination.  The  specific  questions 


were: 


8.  What  is  the  value  of  the  self-examination  method  as  ycu 
see  it?  01  ve  both  the  strong  and  weak  points  of  the 
■athod* 


82. 


■  9.  Coir^re  the  method  of  self  examination  vith  the  tuu&l  aet 
•xaaination* 

By  listing  and  tabulating  the  strong  points  of  the  self  examination 

as  given  in  the  replies  to  that  part  of  question  8»  ve  find  that  they 

groiqp  themselTes  under  about  fire  olasses.  These  elassee  or  groups, 

with  the  vote  for  eaoh  are: 

1*  Provides  for  self  expression,  personal  reaction, 

initiative,  originality,  special  interests, etc.  .  81 

Z*   Inculcates  proper  study  habits,  eliminates 
oranming,  aids  memory,  requires  organi- 
zation and  thinking  of  subject  natter,  to 
sho|r  relations,  give  subject  unity,  etc.   .  >  .  •  86 

5.  Produces  proper  or  normal  onotionaLL  states  .....  48 
4.  It  is  fair,  gives  time  enough,  ete.  •••.••••  41 

6.  As  a  measure  in  general  •••....••••..•  24 
It  will  also  be  interesting  to  give  the  votes  on  some  of  the 

speoifie  items » 

Eliminates  improper  emotional  states  .••...•.••  55 
Aids  retention  or  memory  .••.•..•....•.••26 

Eliminates  cranming  ..••••..••.•••••••17 

Gives  time  enough  •••••••••••••......52 

Provides  for  self  expression  ••.••.•••.•••.22 
Allows  individual  judgment  ••••••••••.••••56 

Provides  for  special  interests  •••   ••14 

Arouses  interest  •••••••••   •••••14 

Creative  work,   research     .•••••••••••. •••10 

Requires  initiative , 16 

We  may  perhaps  throw  still  fxirtlier  li^t  on  this  by  nodcing  a 

few  quotations  in  their  entirety  from  some  of  the  answers  of  th« 

students  themselves: 

'*To  ny  mind  the  value  of  the  self  examinati<m  is  summed  up 
in  this:  it  obviates  much  of  the  resentment  and  all  of  the  nervousness 


■ 


88. 


ineident  to  e  written  (set)  examination.  It  oauses  one  to  read  the 
preaoribwl  text  aore  thoroughly  and  willingly,  and  ainoe  the  reading 
follom  a  derelopoMRtal  wtx^   it  ia  aaaimilated  in  a  rational  Banner 
whioh  Btenda  Bore  ohanoe  of  being  reMrt)ered  after  the  oouree  ie  orer. 

"It  givea  the  atodent  an  opportunity  to  do  aoae  oreatif*  work 
and  intereata  him  thereby  making  hia  work  In  a  way  that  will  really 
benefit  him." 

"The  self  examination  giwea  the  atudent  an  opportunity  to 
derelop  a  aubject  in  whioh  he  ia  eepeoially  intereated.  It  givea 
him  the  opportunity  to  ehow  hia  judpMut  in  determining  important 
pointa  and  dereloping  them  clearly  and  logically.  It  relieres  him 
•f  a  nerroua  strain.  It  relieves  him  of  the  cramming  required  by  a 
fonwl  teat  and  giToe  him  that  time  to  apwnd  in  thoughtful  preparaticm 
of  a  definite  piece  of  work.  Ae  amntioned  above,  he  feela  that  the 
instruetor's  aim  ie  to  help  the  student  and  not  singly  to  determine  the 
amotnt  of  knowledge  possessed." 

"The  value  of  the  self  examination  method,  froai  my  experiwaee, 
is  that  it  give*  th*  stadeBt  an  opportunity  to  show  whether  or  not  he 
really  has  an  tBdarataadiag  of  the  subject  by  giving  hia  the  entire 
field  to  write  from,  and  time  to  think,  to  analyze  the  subject  and  to 
orgpmize  his  thoughts.  It  entirely  elialaates  the  objeetion  often 
raised  by  studsnts,  that  the  questions  are  not  representative  questi<ms 
and  that  while  one  queetion  may  be  asked  whioh  he  cannot  answer,  while 
he  could  answer  several  aore  equally  repressntative  questions.  It  also 
eliminates  the  fear  of  having  but  a  short  limited  time  in  ^iioh  to 
answer  so  aajvy  questions.  Certainly  a  self  examination  manuscript 
eliminates  these  objections  and  shows  the  student's  power  of  interpre- 
tation and  whether  or  not  he  has  the  problem  In  mind.  This  also  affords 
the  instructor  a  way  to  jud,:e  of  the  student's  ability  to  interpret  the 
facts  and  to  find  the  eeaential  issues." 

"The  value  of  the  self  examination  may  be  said  to  be: 

"1.  The  fact  that  it  makes  the  student  definitely  express 
his  thoughts  and  allows  of  no  doubtful  expreesion. 


"2.  The  fact  that  it  gives  to  the  facts  and  ideas  their  varying 
degrees  of  importance  and  makea  the  student  to  see  the 
inter-relations  of  theae  same  facts. 

"8.  The  fact  that  it  causes  information  to  be  doubly  sure  by 
having  it  taken  in  in  two  different  ways  by  the  sight: 
first,  by  reading;  second,  by  writing,  and  to  see  it  on 
a  written  page.  So  wa  have  two  paths  instead  of  one. 


B4. 


*A»   Th«  fact  that  the  instractor  can  be  sure  each 

pupil  Is  doing  th«  aasignmisnt  if  written  work 
is  deaumded* 

"S.  The  fact  that  it  eliminates  all  nervousness  and  thus 

allows  eaeh  one  the  same  opporttinity  of  making  good." 

"Strong  points:  • 

"l.  Compels  the  student  to  think  and  organize  the  aaterial 
in  his  experience. 

"2«  Galls  for  more  study  and  exertion  on  the  part  of  th« 
student* 

"3-  GiTes  the  teacher  an  idea  of  irhere  the  interest  of  th« 
stxident  lies* 

"4*  Eliminates  oraaming*  and  nervousness  on  the  part  of 
the  student  at  tiae  of  examination* 

"5*  Stimulates  disoussion  of  subject  matter  outside  of 

olassroaa  and  exchange  of  ideas  between  students." 

"The  strong  points  of  the  self  examinati<m  are:  It  is  training 
in  thinking  along  the  lines  of  the  fundamental  principles  instead  of 
trying  to  memorize  faots.  It  is  training  in  making  other  people's 
ideas  your  own  by  rearranging  them  to  fit  your  own  experiences.  It 
enables  the  student  to  study  along  the  lines  where  he  is  most  interested, 
and  is  therefore  able  to  be  more  efficient.  It.  teaches  the  student  to 
have  ideas  of  his  own." 

"strong  points: 

"l*  More  fair  ~  slow  pupils  not  pressed  for  time. 

"2.  Tends  to  derelop  r  earoh  habit  —  search  for  truth 
and  not  -vrhat  pleases  teacher*  Henoe  adapted  to 
older  students. 

"3.  Helps  the  teacher  to  determine  more  correctly  the 
effect  he  is  producing. 

"4.  Ho  t«aq>tation  to  cheat* 

"5.  An  outlet  for  stimulus. 

"6*  Helps  pvpil  to  organise  his  thoughts  as  he  goes  along* 

"7*  Derelops  indiTiduality* 


85. 


"S.  Conserves  time  ~  no  time  irasted  on  extraneous  facts," 

Aoeording  to  the  replies  of  the  students,  the  weak  points  and 

the  relative  -weights  of  such  possible  weak  points  are: 

1.  Ifay  result  in  bad  study  habits  ••••• 67 

2*  May  l^^d  ^o  tinfaimess,  oheatlng,  plaglarlm, 

just  to  get  by... ••••••••••••••  51 

5,  Tends  to  destroy  basis  for  marking,  difficult  to 

administer  ..••••••••••••••••.21 

4.   Lacks  tniverrtallty  as  incentive  to  study  by  Instilling 
fear,   etc.   ••••••••••••••••••.10 

6.  Hlsoellaneous,  student  may  not  isiderstand.  Indefinite* 

does  not  fit  into  sohame  ...•••••••••     6 

8«M  of  the  speolflo  Items  and  their  votes  were: 

May  not  require  proper  amount  of  review  and  grounding 

in  subject     ••••••••••••••••••••81 

May  allow  students  to  get  by     •••••••••••••14 

Might  lead  to  mere  summarising^   ••••••••••••10 

Vot  a  memory  drill  or  contest  •••••••••••••17 

Hay  lead  to  carelessness     •••••••••••••••15 

Students  may  rely  too  much  on  books  ••••••••••11 

It  Is  of  slgnlfloanoe  that  twenty-three  students  voted  no 

weak  points  of  the  self  examination.  It  Is  also  Interesting  to  not* 

that  the  alleged  weak  points  were  stated  mostly  in  the  potential  and 

not  In  the  indicative  mood.  A  f««  direct  quotations  from  the  students* 

replies  will  show  this  point  clearly^ 

"There  seem  to  be  very  few  weak  points  In  this  method;  it  might 
be  suggested  that  certain  students  might  be  inclined  to  regard  this 
systea  as  no  examination  at  all  but  rather  a  *8nap.  *  SuoYi   stud^its 
would  probably  be  in  the  large  minority;  and  the  chances  are  that  by 
the  time  the  study  was  finished,  or  at  least  several  like  it,  they 
would  ha/e  changed  their  minds." 

"It  is  liable  to  allow  the  student  to  take  a  certain  view-point 
froM  which  he  looks  at  the  whole  subject  matter  of  the  course  and  this 
view-point  (his  own)  may  not  be  a  valuable  one  at  all  but  may  even  be 
harmftil  to  a  correct  and  clear  grasp  of  the  coxirse." 


86. 


"Ih©  sttKlwit  nay  negleet  th«  ordinary  work  of  the  ocrarse  If 
he  knonrs  that  he  Is  not  to  b«  examined  on  it  •••  Another  objection 
might  be  that  the  student  will  not  get  the  proper  review  of  the 
prerious  work  of  the  course.  A  third  might  be  that  the  method  doea 
not  require  sufficient  exercise  of  the  memory." 

"If  a  student  was  so  inclined  he  might  get  som  one  else  to 

prepare  the  paper  for  him  or  might  re-rise  some  one  elae's  paper,  or 
copy  a  few  facts  from  the  book  and  present  them." 

"Perhaps  one  weak  point  is  the  fact  that  the  students  come  to 
rely  too  much  upon  the  book  and  merely  mechanically  copy  out  any 
ideaa  vhioh  strike  their  fancy  without  thinking  of  the  relation  of 
these  ideas  to  the  whole  and  to  the  other  ideas.  Thus  it  may  degen-> 
erate  into  a  ptrrely  meohanioal  prooese." 

"Wemk  points: 

**!•  Danger  of  the  student  eophasizing  unimportant  points 
to  the  exolusion  of  the  main  issuo. 

"2.  Danger  that  the  student  may  arrire  at  erroneotxs  con- 
olusions  or  unfomded  and  false  theories. 

"3.  The  student  may  merely  transcribe  his  notes  or  take 
extracts  from  the  text,  without  thought  and 
wlthctit  developing  or  relying  on  HMBory. 

"4.  There  Is  no  certainty  that  the  result  is  the  pupil's 
own  work* 

*6*  Gives  the  student  the  impression  of  superiority  and 
individual  egotism,  and  allows  procrastination 
in  preparing  work*** 

"It  is  hard  to  know  just  what  the  reader  considers  the  standard 
of  excellence.  If  a  definite  question  is  asked,  one  knows  whether  he 
has  answered  it  satisfactorily  or  not,  but  in  a  self  examination  it  is 
not  easy  to  know  just  irhat  kind  of  a  paper  is  expected." 

"And  the  one  fault  irtiich  I  felt  it  had  has  proven  neglible, 
that  of  relaxing  of  study  and  a  tendency  to  oopy  back  the  material. 
Some  way  or  other  you  just  can  not  do  this  »-  there  is  a  personal 
pride  in  the  work  that  has  no  time  to  enter  into  the  old  set  exami- 
nation." 


87. 


In  the  last  qnestlon  of  this  dlTlslon,  a  oomparison  of  the 

method  of  the  self  examination  -with  the  sot  examination,  ther« 

appeared  again  the  strong  and  neak  points  of  each  method,  as  set  out 

in  questions  9  and  10  of  Part  I,  and  question  8  of  Part  II  of  thia 

questionnaire,  and  it  would  be  only  to  repeat  to  go  into  any  detail 

of  such  comparisons.  This  does  not  mean,  however,  that  there  were 

no  definite  returns  from  the  question,  as  it  was  more  than  a  mere 

re-hashing  of  what  had  previously  been  said,  '[he  results  of  the 

comparison  show  a  decisive  vote  In  favor  of  the  self-ey^ailnation. 

The  vote  stood: 

In  favor  .....SO 

Against  ••.••••..•  1 

Vo  conclusions  ...... .20 

Hot  voting  .........   9 

This  is  all  the  more  significant  since  they  were  not  asked 
to  go  definitely  on  record  either  for  or  against  either  type  of 
•xamlnation. 

A  few  general  stateaente  of  Interpretation  and  conelusions  to 
be  drawn  from  the  data  presented  in  the  replies  to  questions  8  and  9« 
that  would  seem  to  be  justified,  at  least  so  far  as  this  grovqp  of 
students  are  concerned,  are:  (l)  that  the  method  of  the  self  examination 
enlists  their  Interest  and  most  hearty  resp<mse;  (2)  that  it  does  this 
bocause  they  recognize  In  It  an  opportTinity  for  personal  development, 
for  growth,  originality,  creative  work,  and  Its  fairness,  to  all;  and 
(3)  thaL  it  '.4   not  without  Its  faults. 


u. 


Th«  possible  objections  to  the  method,  or  wealme«B»»,  are  not 
to  be  oTerlooked.  Attention  has,  however,  already  been  called  to 
the  fact  that  nearly  all  of  such  so-called  weakneases  -mre  put  in 
the  potential  mood;  i.  e.,  they  pointed  out  that  under  this,  that, 
or  the  other  condition,  such  or  suoh  objeotionable  result  might  b« 
the  outcome.  It  is,  of  course,  most  important  to  kncnr  just  irtiat 
are  the  possibilities,  either  positive  or  negative,  in  any  nethod. 

P,  Effect  on  Study  Habits  and  Memory* 

The  specific  questions  of  this  divlsi<m  of  the  questionnaire 
are: 

10.  What  would  be  the  probable  effect  on  your  study  habits 
if  the  method  of  the  self  exanination  should  com 
into  general  use? 

11 •  What  would  be  the  probable  effect  on  your  memory? 

It  was  explained  in  Chapter  II  that  these  questions  were  added 
to  the  original  questionnaire  after  a  few  had  already  had  opportxmity 
to  reply.  We  have  in  all  ninety-three,  and  ninety  replies,  respectively, 
from  the  students  composing  the  original  groups.  In  addition,  we  have 
replies  fraa  a  group  of  thirty-five  in  Education  121,  Prinoiples  ot 
Secondary  Education,  semester,  January  to  May,  1921,  all  of  whoa  ar« 
familiar  with  the  method  of  the  self  examination.  As  to  their  status 
in  the  university,  this  groi^  was  divided:  juniors,  9;  seniors,  19; 
graduate  students,  7;  all  women.   Since  the  work  of  the  seaester  is 
not  ooopleted,  their  final  marks  have  not  yet  been  made  up,  but  ia 
general,  the  marks  will  be  on  an  average  about  as  they  were  in  the 


89. 


other  groups.   It  might  be  Intez^sting  to  know  that  threo  of  the 
groiip  are  Phi  Beta  Kappa  scholars. 

The  vote  on  question  10  stood: 


Effect 


Original 
group 


Supplementary 
Group 


Improve  study  habits 
Ho  effect 
Detrimental  to 
DidnH  know 
Hot  voting 


Total 


85 
6 

1 
1 
0 

95 


SO 
5 
0 
0 
2 

35 


On  question  11«  the  vote  was: 


Effect 

Original 
Group 

Supplementary 
Group 

Improve  memory 
Ho  effect 

71 
8 

SO 
2 

Detrimental  to 

8 

0 

Didn't  know 

8 

1 

Hot  voting 

0 

2 

Total 

90 

85 

Ho  absolute  conclusions  may,  of  course,  be  drawn  frean  ■Uiese 
votes.  The  most  one  can  say  is  that  in  the  opinion  and  experience  of 
the  several  students  the  advantages  of  the  self  eacamination  far  out- 
vsl|^  the  disadvantages;  or  that  in  their  opinion  amd  experience,  it 
woiad  he-**  thA  sf fects  indicated  by  the  vote. 


90. 


Tested  from  this  angle,  and  as  shoim  in  the  results  in  questions 
10  and  11,  the  self  examination  receives  a-ain  the  strong  and  all  but 
undivided  favorable  response  of  the  students,  and  as  shonn  by  pr&otieally 
every  division  of  Part  II  of  the  questionnaire.   Such  response  and 
oooperation  has,  of  course,  its  meaning  in  education. 

Chapters  IT  and  V  present  the  students*  reactions  to  the  set 
and  self  examinations  separately.  The  following  diapter  -will  consider 
the  data  of  the  two  together,  with  such  comparisons  and  c(»iolusiona 
as  Miy  seen  to  be  warranted* 


91 


CBusm  fx« 

ijD  nunoxoB  cr  tbi  0&3&. 

Tlw  flMts  «B  tfc«  svli^  oaA  Mil  flBMMiimtiom  as  r«f«Rl«d  bsr  th* 
qpi— tlnnnilrt^  and  proMote    in  tlM  tvo  M»t  prwniKMiic  ti»pt«r«*  «l«h 
brief  i»i«rpf«iaUoQa  in  «B«h  mm^  y«i  stand  alona  In  tbalr  aenant* 
atepUra*    Ra  ifaall  te  baiter  ablo  to  aeo  «faeir  tall  Maalag  liy  brlBe* 
lx«  ilia  min  Itoaa^  or  avan  aaaa  af  ^ba  awa  parUaalar  ftMta  to* 
gather  and  «awainii«  Umb  la  the  IS^bt  af  «aah  oihw*    Ta  do  ifaia  aiU 
ba  tlw  porpoaa  of  tbia  etepier*    The  qoeatioQa  imd  data  wLU  acaia  ba 
^oi^ai  aa  la  ttia  aaparste  etrnpiera.  with  the  intarpratationa  fblloviag 

aadk  grwip» 

A»  r—Hae/t  Toward  Two  I^npaa  of  ft— tnationa. 

It  will  bo  raeallad  that  tha  first  granp  af 
ia^oiry  into  tte  state  of  feeXSaga  at  tha  tlno  of  tha 
of  tte  I  MtniHUs  — ■IwU  in,  aith  SMHaa  Air  each  fasUagS* 
Fello«Si«  tha  smb*  «aassifleAtloB  aad  e^mapta^  sf 
abia»  vnftcvarabla,  and  indefinite  or  aaotcal^  the  reanlta  firas  cpiea* 
Hon  !•«  afaan  broo^  lu^MIni  arat 


Olaaaea  of  Tamo 

Self 

r,et 

lie* 

Pmp  Cent, 

•lo. 

■'or  Coiit, 

ftavorabla 
iMfbamahla 

Indefinite  or  aiotral 

TSlals 

27 

8 

21 

56 

48 
U 
38 

100 

20 
76 
13 

109 

18 
70 
12 

100 

92. 


W*  shall  h&TO  spaoe  to  set  out  only  a  tev  of  the  speoif  lo  terms 
tmder  each  of  these  elasses,  with  the  nuosiber  at  times  used. 


Ho*  Times 

Bo.  Tines 

FKr<»rable  TornM 

Self 

Set 

Pleastire,  pleased 

42 

10 

Relief,  relieved 

10 

0 

Interest,   interested 

9 

I 

*V 

7 

2 

tetisfaotion*  satisfied 

T 

2 

aiad,  gladnoss 

4 

1 

Curious,  CRiriosity 

2 

2 

Dsligfat,  deli^tsd 

t 

0 

Bippgr 

2 

0 

Surprise 

2 

0 

f^lSOBi 

0 

2 

Totals  87  20 

Besides  the  speoifio  terras  listed,   there  nere  seventesn  addition- 
al terns  vssd  onoe  each  in  ftivor  of  the  self  eauoination,  and  thirtesn 
terns  so  used  fbr  the  set  eoounination.    These  would  then  aatke  the 
respeotive  totals  of  flarorable  oases: 

Self  examinations  ....  104 
Set  examinations     ....    33 

This  data  in  a  way  oarries  its  oen  interpretations  with  it.     It 

is  not  too  muoh  to  say  that  the  students  eere  at  least  mMh  nere  en- 

tfansiastio  in  b^vlf  of  the  self  eaaminatiop  than  for  the  set  examination* 


98. 


Tbe  raaocn  or  raasons  for  this  flnthuslaak  aay  appear  vhen  we  oonsider 
tba  sefveral  oanses  for  these  tuvarehle  feelings.     Hoirarer,  aince  thm 
typea  of  eizBminiitionB  are  radically  different,  the  oauaes  for  the 
fknrorable  feelings  are  not,   in  g«n«ral,  the  saxaa,  and  ao  «•  aay  not 
pat  auoh  oaiiaea  in  a  oooibined  table.     The  several  oatises  as  ahcnm  by 
the  msaber  of  tiasa  each  was  given  are: 
t*)  Self  Examination; 

Opportunity  for  self  expression  .   .  •  •  78 

Not  a  set  examination 27 

Tine  enough  allowed  •• alS 

Beeaase  it  was  new 9 

So  e<  aiming      ••••••••.<•••    8 

Fair 7 

OpporiTinity  for  review 5 

Beoauae  of  oonstruotive  aritioim  on 
nQT  US*,  and  discovery  of  hqt  om 

weak  points     ...•• ••     2 

Of  aore  benefit  (in  general)     .....    8 

(b)  Set  SxamiTiationt 

Intereat  and  pleaaxxre  in  subject     ...  9 

Oi^portunity  to  review 9 

Corioaity  and  apeoulation 5 

Joy  of  ooc^ietition 4 

Oppoarttmity  to  learn  oljiaa  atanding  .   .  2 

Opportunity  for  expreasion 2 


Several  of  the  cauaea  alg^t  seen  to  be  nearly  alike,  auoh  aat 

Self  Set 

Opportunity  for  (self)  expression    78    2 

Curiosity  and  speculation,  or 

because  it  was  new  • 9    5 

Opportunity  for  review  .....     3    9 

Because  of  oonstruotive  oritioiam, 
or,  opportunity  to  learn  class 
standing 2     2 


94. 


The  ren&lning  eanses  In  the  self  — arfwticn  list. 

Not  a  set  exmlimtion  .......  27 

Time  enougji  allowed       19 

No  ornBdng 8 

Psir 7 

More  b«nefit     .....   8 

sre  in  thecaselves  indireot  criticiaas  of  the  method  of  the  set 

tion  as  veil  as  at  the  aane  time  being  also  to  that  d^ree  in  favor  of 

the  self  eocaaination* 

It  is  rather  inter«rting  to  note  also,  with  respect  to  the  oauMS 

given  for  the  favorable  feelings  in  behalf  of  the  set  easTai nation,  that 

in  one  of  the  principal  oases,  suoh  cause  ley  entirely  otibside  of  the 

■•ihod  of  somdnation^  and  nas  looated  in  the  subjeot  instead,  .interest 

A 

and  pleasure  in  the  subject,"  vhich  vas  responsible  for  nine  of  the 
thirty-one  oases  in  all.     It  should  also  be  pointed  out  that  all  the 
indireot  criticiBos  of  the  set  easunination  contained  in  the  oauses  for 
the  ftxvorable  attittides  tovard  the  self  eawml  nation  do  not  imply  that 
suoh  alleged  faults  are  neeessary  oonoomitants  of  the  set  flOBBxdnation* 
Take  for  instance  the  natter  of  tizoe  alloved.     There  is  no  reason  wfagr 
the  lade  of  time  as  found  in  the  set  WBHaination  oculd  not  well  be  ob- 
viated by  either  one  of  two  ways,  or  by  a  oodtination  of  the  two:   (l) 
aoftually  to  extend  tloe  time  allowed  to  answer  a  given  set  of  quest icms; 

(2)  reduoe  the  nrxaber  of  questions  to  be  answered  within  the  time;  or 

(3)  both  extend  the  time  and  roduce  the  nuober  of  questitms  for  the 
eanoDination*    To  do  this  might  even  help  to  meet  or  to  o^erocme  sosm 
of  the  other  ob.jeotions,   such  as  orasming,  and  tmfaimess,  complained 
of  indirectly* 


95. 


But,  aren  thoiigh  it  is  granted  that  the  set  exttidimtlon  smy  be 
iiaproved  so  as  to  (WWTOobw  mam  of  these  objeoticsis,  tbe  auM  nay  not 
be  said  about  that  most  fandanental  objection,   toplled  again  in  the 
fiBivorable  attitiide  torard  the  self  eoeaiaination,  beoatise  of  the  oppor- 
ttmity  for  self  expression  in  sxich  exaadnation. 

1*  do  not  propose  hero  to  go  into  tho  problem  of  what  constittxtea 
learning  or  vfaea  or  faov  does  one  learn,  and  so  on*     We  just  vish  to  oall 
attention  to  the  fact  that  in  the"  ndnds  of  these  students,  as  supported 
fey  their  several  experionoes,  the  oathod  of  tlie  self  examination  ap- 
pealed to  thoBi  nmoh  more  than  did  the  set  exsoination,  for  to  tham  it  •e« 
•d  to  satisfy  a  ftoduaental  principle  in  learning,  this  very  principle 
of  self  expression* 

It  would  be  better,  howwrer,  to  eamine  sane  more  of  the  data  be- 
fore pushing  these  oonolusicns  too  ftir*    The  tmfaTorable  tenns  for  both 
types  of  «iatai2»tions  tabulated  after  the  same  laajuier  aret 

Ho*  Tines      So*  Times 
TAfiftaiTorable  Twms  Self  Set 


Pear,  fecurful 

1 

48 

BaMotaent,  resentful,  etc* 

6 

84 

Dread^  dreadful 

0 

IT 

Frii^t,  frightened 

1 

16 

Worry,  worried 

1 

IS 

ferrous,  nenroiisnsss 

0 

11 

Anxiety,  anxious 

0 

10 

96. 


In  addition  to  these^  th«r«  vere  ten.  unffenrorable  tema  iis«d 
fram  tvo  to  five  tiaM  against  the  set  eaadamiion,  and  fifty*nine  stioh 
t«nw  used  hvA  onoe  eaoii.    There  were  four  additional  terns  used  <sioe 
aaoh  and  unftororable  to  the  self  eaatmination*    The  eight  unAtrorabls 
tW'iM  in  the  ««•  of  the  self  eanuiination  ware  tised  altogsUMr  but 
thirteen  times^  irtMreaa  the  Mrenty-six  suoh  tweam  ware  used  two  hundred 
thirty-four  times  in  the  case  of  the  set  •a»aination«  or  in  a  ratio  of 
Marly  1  :  SO. 

It  is  signifionnt  that  andi  t&rmm  as  ftar,  4read,  Aright,  aflraid, 
worry,  nerrousness,  despair,  and  terror,  eighb  tenns  in  all,  are  alons 
responsible  for  ono  hundred  nineteen  of  the  unfavorable  oases,  or  nearly 
fifty-one  per  cent,  of  the  total.     It  is  also  worthy  of  note  tl»t  the 
foregoing  eight  tenos  are  all  but  absent  firon  the  unfavorable  list  of 
the  self  eaDBnination,  three  of  them,  fear,  fright,  and  w<M>ried,  appearing 
but  onoe  eaeh,  being  chargeable  thits  vith  about  twenty-three  per  c«xt* 
of  tte  total  thirteen  oases. 

And  as  to  the  interpretation  of  those  unfavorable  -Wrnis,   it  might 
be  asked,  "What  means  this  veritable  broadside  of  seventy-six  tBifbvorable 
terms,  fired  in  all  two  hundred  thirty-four  differwit  times  against  the 
set  examination,  as  ooopared  with  the  volley  of  eight  terns  and  bat 
thirteen  individual  or  separate  diets  against  the  self  eaEanination?" 
It  would  seem  difficult  to  misinterpret  such  an  eaqression.     Is  may  at 
least  say  again  that  so  ftir  as  the  experiences  of  the  students  answering 
th«  ipwiiiiimiiies  eoctond,  the  set  esauBiBation  is  thrown  into  a  most 
unfavorable  light  as  oentrasted  with  the  self  eaeBmination.     This  conclusion 


::>(•■ 


87. 


is  further  borne  ont  hy  the  — rawil  oatwes  fbr  these  respeotive  tm- 

flKTorable  feelings^  vhich  were: 

Io«  Times      Bo*  TioMi 
Cause  Set  Self 

(1)  Fear  of  failing 70 

(2)  lork  or  character  of  study  required      40       ...       6 
(S)  Okoertainty: 


(a)  Am 

(b)  As 


to  questions     •••.••  38 

to  imrks 19 

(o)  aeneral 10 

(d)  Form  required 1   ...   6 


(4)  Lack  of  time 16 

(6)  Unfairness  of  the  •aaudnation       •   •  14 

(6)  fixaniiiatian,   instrument  of  tortvure  6 

(7)  Poor  quality  of  tea<diing 5 

(8)  lenrousness •  9 

(9)  General  attitude  of  students  and 

%imub0ru  tofsard  ssaniaations  as 
s«ssthlng  to  be  fearsd  •  •   •  •  •        4 

(10)  Dislike  or  disapproval  of  eoaainaticns  4 

(11)  Snminaticns  inevitable      •   •  •  .   •        5 

(12)  No  interest  In  course  •••••••        2       •••       1 

(13)  State  of  health       2 

(14)  msoellaneous  list 4       ...       1 

Totals 243  14 

There  is  hers  again  the  same  piling  up  of  oaiwes  adrerse  to  the 
•st  SMsminatioti,  whidi«  if  not  due  to  the  inherent  nature  of  suoh  ex- 
■Mliiiit  1   II,  are  at  least  due  to  the  sAthod  of  its  adriinistration.     It  is 


«rO« 


Bo.  TisM 

Bo«  TinM 

Self 

Set 

21 

41 

a 

S 

2 

t 

2 

0 

0 

2 

IT 

9 

likOTds*  wrldant  that  suoh  imfbTomble  attitude  as  there  vae  ag^inet 
the  mlf  esBUainatlon  Is  practically  negligible* 

In  oamparing  the  Indefiziite  or  neutral  terns  xised  in  the  teo 
descriptions,  we  have: 

Indefinite  or  Heutral  Terns 

Indifference,   indifferent 

SijrprisG,  surprised 

Ae  a  aattsr  of  coarse 

Rtssled 

Reliered 

Miscellaneous,  once  ea^ 

Totals  44  57 

The  cansee  for  these  indefinite  or  neutral  feelings  will  throw 

light  on  the  figures  above*     Bringing  like  oaus^  together  the  results 

would  be  as  follows: 

Causes 

To  be  expscted,  used  to 

Tine  allowed 

Hsthod  of  preparation  for 

lot  interested,  indifforenoe  to 

snides 
Msthed  of  presentation  -  eaqpireasion 
Norelty  of  method 
Confidenee  in  self 
Anxious  to  aooociplish  task 
Not  a  ganble 

Blani,  if  not  fair  to  teacher 
ftBori^sed  at  word  eaaanination 

On  the  whole,  the  fbregoing  data  would  indicate  that  there  is 
less  of  an  indefinite  attitude  on  the  part  of  students  toward  the  self 
than  toward  the  set  soBsmination.     The  indifference  confessed  was  21  :  41 

rly  1  :  2,  in  fairor  of  the  self  sasnination*     In  the  totals,  the 


Ho*  Tines 

No*  Timos 

Self 

Set 

U 

24 

7 

8 

2 

4 

S 

5 

3n   2 

6 

12 

0 

5 

0 

1 

0 

1 

0 

1 

0 

0 

1 

99. 


testimony  la  still  for  the  self  saceuaination,  although  not  so  muoh  8o# 
V»n  the  ratio  Is  about  1  :  l.S  on  the  sids  of  the  self  •nmination. 
There  is  a  reason  for  this  decreased  ratio  vhich  appears  in  the  twslT* 
aaseSf  tmder  oauaes,  «ho  gave  the  BsmMas  of  the  method  as  the  reason 
for  their  indefinite  attitude.     "Pnssled,**  in  the  list  of  specific 
tenui,  for  which  feeling  there  mm  given  as  a  reason,  "I  didnH  see 
har  any  on*  eoiild  examine  himself,"  is  a  type  of  term  put  down  as  in- 
definite or  netttral,  and  which,  if  elJainBisd  Uttm  this  group,  would 
very  nearly  result  in  the  fbnaer  ratio  of  1  :  2  on  the  side  of  the  self 
■iMiiiihiiitliin  being  maintained* 

There  is  also  sirldsiioo  smoig  this  group  of  terms  and  the  causes 
given,  that  the  question  ims  interpreted  to  apply  only  to  the  very 
first  annotnooDMnt  of  a  self  sssaJ nation,  up  to  which  time  they  knew 
nothing  of  the  method  nor  how  to  go  aboxxt  to  aoeomplish  it*     ^his  is 
clearly  shown  in  the  «aui^es,   (1)  "Lost  —  at  first j"     (2)  "A  Uttls 
queer  —  it  was  a  new  situation,  and  cansequcntly  I  did  not  know  how 
to  act;"  and  (S)  "Surprise,  due  to  the  novelty  of  the  thing*"     That 
this  ]ni<sinterpretation  of  the  questicn  is  responsible  for  some  of  the 
indifferenos  is  elearly  sxprossed*     Further,  thers  is  some  svidenee  that 
the  sort  of  fatalistic  attitude  taken  toKird  the  set  eoouaination  frcan. 
habit,  WIS  not  without  influence  in  the  matter  of  the  feelings  on  oc- 
oasicn  of  the  self  eocamiiKiticn  •     It  wis  the  fact  that  it  was  an  "examina> 
tion"  that  caused  these  feelings  or  lack  of  feeling*    The  idea  of  it 
being  a  "solf"  saBMBLaation  and  its  meaning  had  not  yet  attracted  their 
attention*     If  the  question  Imd  been  Interpreted  by  all  as  applying  to 


100. 


th«  aimouneemmit  of  a  self  •xaminatlon  after  they  were  fully  aequainted 
vith  the  method  and  vfaat  was  iranted,  and  not  to  the  oooaeion  of  the 
▼ery  first  announoeasnt,  the  expression  of  feelings  would  undoubtedly 
hare  hean  quite  different.  It  does  not  f ollow»  howeTer«  that  the  change 
would  ha-re  resulted  only  in  gain  for  the  faTorable  es^ressions.  The 
law  of  probability  would  argue  that  the  unfarorable  list  would  haTO  had 
its  share  of  aooessions  from  this  change  of  feelings  resulting  frosi  a 
correct  interpretation  of  the  question.  The  chief  net  results  froa 
such  proper  interpretation,  it  would  seen*  would  most  likely  haTe  been 
to  reduce  the  list  of  indefinite  or  neutral  feelings  toward  the  self 
escamixMition,  -shioh  of  itself  would  be  a  Tory  positiTC  thing  and  really 
in  fa-ror  of  such  self  ezaaination. 

The  classes  of  terns,  ntnber  of  tiaes  used,  and  the  per  cent, 
each  is  of  the  total  for  the  two  types  of  exaai nations  appears  in  the 
table  below: 


Classes  of  Terms 


Favorable 
Uhfarorable 
Indefinite  or  neutral 

Totals 


Self 


Times 
Used 


104 
IS 
44 

161 


Per 
Cent. 


64.6 

8.1 

27.  S 

100.0 


Set 


Times 
Used 


SS 
2S4 

67 

S24 


Per 
Cent. 


10.2 
72.2 
17.6 

100.0 


The  table  is  read,  farorable  terms  appeared  one  hundred  four 
iim«s,  or  sixty-four  and  six-tenths  per  cent  of  the  total  times  all 
iMrmm  were  used  in  describing  their  feelings  toward  the  self  examina* 
tion;  or,  the  unfa-rorable  terms  were  used  two  hundred  thirty-four  times 
•r  im  serenty-two  and  two-tenths  of  the  total  nuaber  of  cases. 


H'^tr^  -   '.f    '.  Tif.i'^ 


':fiiii,iiCO 


101. 
The  feelings  et  the  time  of  taking  the  examinations  nay  well  be 
oonsidered  alongside  the  feelings  expressed  on  hearing  the  azmounoement 
of  suoh  examinations.  The  several  classes  of  terms  and  number  and  per 
cent,  of  each  were: 




Classes  of  Terms 

Self 

11. 

Set 

Times 

Per 

Times 

Per 

Used 

Cent. 

Used 

Cent. 

FaTorable 

33 

64.70 

20 

29.00 

Unfavorable 

9 

17.65 

38 

55.00 

Indefinite  or  neutral 

9 

17.65 

11 

16.00 

Totals 

51 

100.00 

69 

100.00 

The  attitude  of  the  students  toward  the  two  types  of  examinations 
is«  however,  more  dearly  brought  out  in  a  tabulation  of  the  number  of 
tiaes  these  different  olasses  of  terms  were  used  and  the  per  cent,  each 
was  of  the  total. 


— . 

Classes  of  Terms 

Seli 

% 

Set 

Times 
Used 

Per 
Cent. 

Times 
Used 

Per 
Cent. 

Favorable 
Unfavorable 
Indefinite  or  neutral 

Total* 

124 
9 

16 

149 

83 

6 

11 

100 

48 
151 

55 

229 

19 
66 
15 

100 

The  dominant  causes  for  this  very  favorable  attitude  toward  the  self 
examination,  a  reference  to  the  tabulated  causes  in  Chapter  V  will  show, 
were  freedom.  Interest,  opportunity  for  self  e:q[>ressloii,  and  sufficient 
time  being  allowed,  which  were  cited  in  all  seventy-one  times  out  of  a 
total  of  eighty-one,  or  nearly  eighty-eight  per  cent,  of  all  the  caiises 
given. 

In  contrast  to  this,  the  d<»alnant  cause  for  the  unfavorable  feelings 
toward  the  set  examination  was  fear  of  failing,  which  alone  was  responsible 
for  sixty-five  of  the  seventy-one  causes  given,  or  nearly  ninety-two  per 
cent,  of  the  eases. 

The  meaning  of  suoh  evidence  as  this  is  clear  and  unmistakable.  The 

set  examination  tends  to  produce,  as  one  student  put  it,  "a  situation  that 

is  unhealthy  soholastlcally,"  and  the  self  examination  tmids  just  as  surely 
to  relieve*  suoh  situation. 


102. 
Of  the  causes  for  the  farorable  feelings  toward  the  set  examina- 
tion, slzty-elght  per  oent.  vere  qualified  and  irere  of  the  nattire:  "if  I 

knew  the  anmrer8«'  "if  I  mts  well  prepared,"  or,  "if  the  examination 
iN|8  fair."  These  eaxises  for  favorable  attitxides  thus  indirectly  or 
impliedly  are  criticisms  of  sueh  set  examination. 

Again,  of  the  causes  for  the  unfaTorable  feelings  toward  the  self 
•zamination,  out  of  a  total  of  nine  causes  given,  four  of  them  or  over 
forty-four  per  cent.,  were  due  to  not  understanding  what  was  wanted. 
This  fact  would  again  tend  to  reduce  the  nine  \mfaTorable  terms  and 
iMJce  the  contrast  in  faror  of  the  self  examination  eren  greater.  There 
is  also  reason  to  beliere  that,  as  in  th«  case  of  the  feelings  at  aunounoe* 
mant,  a  misinterpretation  of  the  question,  or  the  habit  of  reaction  toward 
anything  partaking  of  the  nature  of  an  examination,  was  responsible  for 
•<Me  of  the  indifference  toward  the  self  examination,  and  not  the  nature 
of  the  self  examination  itself.  To  irimt  extent,  a  general  use  of  the 
method  of  the  self  examination  would  produce  similar  attitudes  of  in- 
difference, of  course  does  not  appear.  This  would  suggest  a  field  of 
inTestigation,  should  the  self  examination  erer  be  used  at  all  extensiTe- 

In  contrasting  the  two  methods  of  examination  in  the  matter  of 
producing  a  state  of  nerrousness  in  the  students,  the  eridence  shows: 

SslUT    Set 


Tes 

4 

75 

Ho 

.  105 

37 

Both  "yes" 

and  "no"  . 

0 

4 

Not  voting  . 

2 

0 

Totals  .  .  109     116 


105. 


It  Has  learned  in  Chapter  17,  "The  Set  Examination,"  that  fear 
of  failing  'Res  responsible  for  sixty-five  oauses  of  nerrousness  out  of 
•ighty-flve  eatises  giren,  or  nearly  seyenty-seven  per  cent  of  the 
total  causes.  In  other  words,  Just  about  one-half  of  the  total  one 
hundred  sixteen  students  nvre  aade  nerTous  because  of  -Uie  presence  in 
on*  form  or  another  or  degree,  of  the  fear  of  failing*  learly  fifty 
per  cent,  of  the  oauses  given  for  the  lack  of  nervousness  were  really 
only  stat«wnts  of  oonditions  under  which  there  is  no  nervousness,  it 
being  thus  indirectly  asserted  that  under  other  conditions  than  those 
asntioned,  nervousness  is  actually  present. 

In  strong  contrast  to  this  situation  above  are  the  one  hundred 
three  eases  of  no  nervousness  at  the  tine  of  preparing  the  self  ex- 
amination manuscript,  and  the  reasoos  offered  for  the  absence  of  all 
nervousness.  Opportxxnity  for  self  expression,  relative  certainty  of 
the  situation,,  (in  the  sense  of  the  chance  or  gambling  elenwnt  being 
removed;  i.e.,  no  "oatoh"  questions  or  unusually  hard  or  unrepresenta- 
tive list  of  questions  to  face;  but  of  course  always  the  relative  un- 
certainty as  to  whether  or  not  the  product  offered  as  a  result  of  the 
self  examination  nould  be  either  acoeptable  or  accepted  by  the  one  in 
charge  of  the  course);  no  fear  of  failing,  fairness  of  the  examination, 
and  knowing  Just  irtiat  was  expected  and  how  to  do  it,  were  among  the 
reasons  presented.  These  represent  one  hundred  one  of  the  total  one 
hundred  twenty-six  specific  statements  of  cause,  or  eighty  per  cent,  of 
the  cases.  The  other  twenty  per  cent,  of  specific  reasons  for  non- 
nervousness  are  found  under  such  heads  as,  "no  reasons  for  nervousness"; 


104. 


"•mriroHBent  and  physical  ooofort  in  being  alone  or  in  a  quiet  plaee 
idiere  work'oould  be  done  satisfaotorily" ,  and  "don*!  know." 

Proa  this  latter  data,  the  set  examination  again  oon^res  un- 
faTorably  with  the  self  examination*  It  is  reaarkable  hov  that  the 
pereentage  against  the  foraer  is  nearly  always  equalled  or  exceeded 
by  the  pereentage  in  faror  of  the  latter*  Regarded  thus  as  negati-re 
and  positire  quantities,  respeotiyely,  the  difference  between  the  two 
is  almost  or  quite  doubled. 

la  this  matter  of  feelings  toward  the  self  and  set  examinatiou, 
the  data  as  a  whole  leads  irresistibly  to  a  oonolusion  in  faTor  of  the 
self  examination  as  edueational  means,  as  against  the  set  examination. 
The  next  phase  of  this  problem  is  how  the  two  methods  of  exam! nations 
•eapare  in  fixing  or  in  requiring  to  be  built  up  -niluable  and  effioient 
habits  of  study* 

B*  Study  Habits  of  Two  Methods  Compared* 

It  was  seen  that  "cramming*  is  the  method  of  study  in  a  large 
majority  of  oases,  in  preparation  for  the  set  examination*  This  is  the 
method  in  a  little  orer  serenty-nine  per  cent,  of  the  oases.  Or,  to  put 
it  the  other  way,  fewer  than  twenty-one  per  cent,  of  the  oases  do  irbaA 
might  be  oalled  real  study.  In  direct  contrast  to  this  is  the  testi- 
mony of  the  students  in  regard  to  their  study  for  the  self  examination. 
There  is  practically  no  cramming  and  not  fewer  than  sixty-four  per  cent, 
follow  the  method  of  selecting  the  main  points,  factors,  elements,  or 
principles,  supplwnenting  this  material  or  principles  by  additional 
reading,  from  discussion,  personal  e3q>erienoes,  and  so  on,  and  then 


'f--n^' 


105. 


organizing  and  dereloping  It  Into  a  fitting  manuscript.  It  noed 

acarooly  bo  pointod  out  that  this  lattor  aethod  follows  rather  olosely 

the  lines  of  refleotiro  thinking,  vhilo  the  former  really  Tiolates  the 

principles  of  such  thinking.  In  this  respect,  then,  of  encouraging 

proper  hahits  of  study,  the  self  exaaination  excels  the  set  exaaination 

by  the  usual  margin  or  difference. 

There  are  sereral  checks  on  the  data  abore  relatiTe  to  their 

habits  of  study.  The  students  imr9  asked  directly  whether  their  aethod 

of  study  in  preparing  for  an  examination,  either  a  set  or  a  self  exaaina* 

ti<m,  differed  froa  their  usual  aethod  of  study.  Setting  the  results  out 

in  a  single  table  they  are: 

Does  preparing  for  self  or  set  exaainatitm  differ  froa  your 
usual  aethod  of  study? 

Self   Set 

Tea 48  92 

Mo 5S  25 

Hot  voting  .........     3  1 

Conpared  to  Set  Exam  Study  .25  0 

Totals  ....   109    116 
In  giTing  the  points  of  diff erenoe  between  preparing  for  an 
exaaination  and  their  usual  aethod  of  study,  fortyfi-w  said  they 
•rMBMd  in  preparing  for  a  set  exaaination,  while  thirty-two  stated 
that  they  did  not  oraa  in  studying  for  a  self  eaaai nation. 

The  fact,  as  was  pointed  out  in  Chapter  T,  that  question  4  in 
Part  II  of  the  questionnaire  was  largely  aisinterpreted,  the  students 
in  twenty«fiTe  oases  making  the  eonparison  between  the  methods  of  study 
for  the  self  and  set  exswi nations,  instead  of  between  the  self  exaaination 


106. 


study  and  the  usi»l  study  Bsthod«  prersnts  us  froa  drawing  any  general 
oonoluslons  from  the  data  olted*  except  the  amtter  of  ealllng  attention 
to  the  mvUiod  of  "craauaing"  or  not  eraaming«  as  we  hare  already  done* 
In  general,  it  would  seem  to  be  true  that  that  method  of  eonduotin^ 
•aaminations  which  would  oause  the  least  difference  between  the  usual 
■ethod  of  study  and  study  for  «xaaination(  would  be  the  best  examinational 
method  or  educational  means,  considered  from  the  standpoint  of  habit 
biiilding.  We  hare  already  had  occasion  to  call  attention  to  the  fact 
that  if  the  examinational  method  encourages  a  habit  of  study  radically 
different  from  the  usual  method  of  st\idy,  that  to  build  up  any  reedly 
true  habit  of  study  will  be  all  but  impossible.  To  put  the  proposition 
the  other  way,  that  examinational  method  would  se«B  to  be  the  best  iriiich 
requires  study  in  preparation  for  it  to  follow  the  principles  of  re- 
flect ive  thinking  most  closely,  and  that  method  of  examination  would 
seem  to  be  the  poorest  that  encourages  study  in  preparation  for  it  to 
Tiolate  such  principles  of  refleotiTc  thinking.  Viewed  from  this 
standpoint,  the  method  of  the  self  examination  would  sesa  to  be  far 
superior  to  the  set  examination,  as  educational  means. 

Due  also  to  the  efldent  misinterpretation  of  question  5,  Part  II, 
the  caaq>arison  between  their  study  for  examination,  either  a  self  or  set 
•xaminatitm,  is  likewise  affected  by  this  same  misinterpretation.  How- 
erer,  with  this  explanatim,  the  following  tabulation  may  not  be  aholly 
without  'value. 


107. 


S»lf  TJmml         Set  Uatial 

More  valuable 72  1      24    56 

Equal  Talue   14  17 

Indefinite  or  Misoellaneoua  ...  19  18 

lot  Toting S  1 

Total 94     15     48    75* 

In  oomparing  the  self  examination  study  idth  the  uaual  etudy, 
■eTonty-two  said  that  study  for  self  ezanination  was  the  more  valuelble, 
and  one  that  the  usual  method  of  study  ims  the  more  valuable .  In  the 
oase  of  study  for  the  set  examination  and  the  uswl  study,  tventy-four 
agreed  that  study  for  the  set  examination  was  the  more  Taltmble«  while 
fifty-six  disagreed  as  heartily  with  that  proposition,  but  were  in  ac- 
cord with  the  proposition  that  the  usual  study  is  the  more  Taluable. 
The  preponderance  of  CTidenoe  is  thus  once  more  against  the  set  examina- 
tion, and  in  faTor  of  either  the  usual  study  method  or  study  for  the  self 
examination.  This  testimony  in  faTor  of  the  self  examination  is  further 
substantiated  by  the  testimony  fron  questions  10  and  11  of  Part  II  of 
the  questionnaire.  These  questions  were  to  the  effect,  what  would  be 
the  probable  effect  on  your  study  habits  and  memory  if  the  method  of 
the  self  examination  should  come  into  genei^l  use? 

Effect  on    Effect  on 
Study  Habits    llemory 

Improre 116  101 

Ifo  effect 9  lo 

Detrimental  to •  1  g 

Didn't  know 1  4 

Totals 126         128 


J^c 


loa. 


Tbeae  faots  again  carry  their  own  interpretation  with  thMU 
Juat  lAiat  would  have  been  the  resxQ.te  if  the  direct  queation  on  the 
effects  of  the  set  e stamina ti en  on  their  study  habits  and  memory  had 
been  asked,  does  not,  of  course,  appear.  Hoivever,  froa  tbe  OTidenoe 
above,  it  is  oren^ieloingly  the  judgpMat  of  the  students  that  the 
effect  of  the  self  examination  in  these  respects  is  good. 

C*  Direct  Etmluation  of  the  Tiro  Methods. 

It  will  be  noted  that  queetions  9,  10,  and  11  of  Bart  I  constitute, 
to  a  degree,  a  check  on  eaoh  other,  as  do  also  questions  6  and  9  of 
Part  II.  The  two  sets  of  questioaa  in  the  respectiTe  parts  of  the  quea- 
tionnaire  again  constitute  a  oheck  on  each  other.  The  group  of  questions 
on  the  study  habits,  in  a  measure,  serre  as  a  further  cheok  on  some  of 
these  same  problems. 

We  saw  that  fifty-two  students  agreed  that  the  set  examination 
was  -valuable  because  it  served  as  a  spur  or  incentive  to  keep  up  their 
daily  wor^.  This  would  be  an  is^wrtcmt  item  in  the  evaluation  of  the 
set  examination,  if  true.  But,  a  rather  wide  acquaintance  with  the  stxidy 
habits  of  students  causes  one  to  hesitate  to  aooept  such  a  relatively 
large  vote  as  a  true  reflection  of  the  real  situation.  Happily,  however, 
we  have  more  substantial  data  on  this  point  than  mere  empirical  evidence. 
la  anawer  to  question  10,  forty-eight  students  stated  that  the  method  of 
the  set  examination  was  bad  because  it  encouraged  "oranming*"  Ve  also 
saw  in  the  a^a■Bary  of  the  results  to  question  4,  Part  I,  that  about 
aeventy-niaa  per  cent,  of  the  stxidents  stated  either  directly  or  in- 
directly that  "oraaaing"  was  their  method  of  study  in  preparation  for  a 


109. 


set  aaoaaination.  Hour,  '*oraionin|^  Is  not  the  method  of  stud^  adopted  by 
those  who  have  "kept  up  their  work",  brit  by  those  who  have  not  done  so. 
Vfaat,  thsn,  is  the  aocplsnation  of  the  apparent  contradiction  or  disorepcmoy 
in  the  testimony?  Is  it  not  this?  In  questions  4  and  10  the  students 
were  describing  their  stu<3y  habits,  end  were  telling  of  things  and  sittat- 
tiona  as  they  aetually  knew  and  had  experienced  then,  while  in  question  9 
they  were,  by  the  very  nature  of  the  problsra  itself,  undoubtedly  inclined 
to  write  of  than,  not  so  much  as  things  or  sittiations  are,  but  as  they 
are  intended  or  supposed  to  be.  The  answers  to  qusstion  9  migltit  be  said 
to  tend  to  take  on  more  of  a  bookish  or  aoadanio  atmosphere,  while  the 
■■—  toBptation  woiild  not  neoesasrily  be  present  in  making  their  replies 
to  questions  4  and  10.  IMy  we  not,  therefi)  re,  assuae  that  they  were 
speaking  out  of  what  they  had  aetually  experienced  and  knev  about  exajnina- 
tions,  and  not  so  auoh  "out  of  the  book",  as  they  would  be  the  more  likely 
to  be  doing  in  answer  to  question  9?  It  is  iius  Tory  probable  that  we 
baire  nore  of  what  they  actually  tliought  and  believed  in  the  replies  to 
questions  4  and  10  than  we  have  in  question  9* 

This  viewpoint  is  further  corroborated  in  the  data  presented  in 
questions  5  and  6.  In  question  mnber  5,  forty-five  acknowledged  to 
"eraaBiing",  They  were  not  asked  to  do  so.  The  belief  is  held  tl»t  if 
the  direot  question,  "Do  yow  cram  for  exsminationsT"  had  been  put,  flroa 
seventy  to  ninety  per  cent,  would  have  acknowledged  doing  so.  (This 
question  was  put  to  a  grotp  of  thirty-five  students  recently  with  results 
.yi-   abcnt  as  indicated.)  And  in  the  sixth  question,  fifty-six  students  gave 
it  as  their  several  opinions  that  their  U8i»l  study  was  more  valuable 


no. 


than  tholr  stutSy  for  •asnnimtion,   fbr  th»  rwisans,  as  already  stiggaetad^ 
iAmibo*  of  orasmingt   follonring  their  Individual  interests,  and  the  like. 

The  set  aauaiaatlon  vas  indirectly  oritioised  in  the  students 
•uggestions  fbr  impraring  such  WTni  nut  ions.     Thirty-fire  •uggested  that 
the  set  eiaadnation  be  abolished  eUtar  outright  or  hy  a  sobstitution  of 
an  entirely  difTerent  type  of  exaoination.     The  vide  ranga  of  remediea 
•uggssted  of  oourse  inply  an  equal^  vide  range  of  things  to  be  reasdied* 
The  abuses  thus  indirectly  complained  of  were  chiefly  in  regard  to  (1) 
the  lack  of  proper  oorrelation  between  the  length  of  titae  alloaed  for 
the  examination  and  the  nnaber  of  questions  asked  or  required  to  be 
answered;   (2)  the  type  or  nature  of  the  questions  asked;  and  (3)  the 
too  great  value  or  veigitt  usually  attached  to  suc^  eoauiinations  in  the 
matter  of  detewining  the  student's  mark  or  standing.     These  things 
agree  aith  the  urongp  of  the  set  eoBsmimtion  coaplained  of  in  the  fn>eoed« 
ing  question.    Fifty-four  students  brou^it  the  cbarge,   in  question  10, 
that  the  set  examination  is  unfair  because  of  the  presence  or  possibility 
of  oatoh  questions,  and  seventy  students  in  their  plans  to  improve  the 
•et  encsml  nation  suggested  a  ehaage  either  in  the  type  or  oharaoter  of 
the  question,  or  an  increased  range  of  choice  of  qvsstions.    Twenty- 
eight  atudants  objected  to  the  method  of  sampling  as  not  being  a  fair 
teat,  vhile  twanty-f cor  suggested  that  the  basis  for  grading  or  marking 
be  broadened,  being  made  to  incltide  class  troxk,  papers,  reports,  und  so 
on,  in  addition  to  mid-terms  and  finals.    All  this,   of  oourse,  raises 
many  problass  that  really  lie  outside  of  this  study,  and  which  ve  cannot 


Ul. 


hfope  to  solrre  nor,  as  v«  are  hare  oonoemed  only  vith  a  oonparison  of 
the  reotilts  obtained  firom  the  ansvers  to  the  queatiozomlre*     Ve  aay  only 
mi|K**^  thflm  in  passing* 

In  decided  oonti^ast  to  th«  results  Obtained  from  qiisstions  9,  10, 
end  11«  Part  I,  are  these  on  the  whole,  of  questions  8  and  9,  Part  II* 
IMr  the  purpose  of  this  contrast,  let  iis  restate  sane  of  the  outstanding 
fkets* 

Set  EnBttlaation  Self  EacBaniiMition 

Tftifair 64        Fair 41 

Encourages  cramming     •   .  •   •       48         Inculcated  proper  study 

habits 86 

Causes  bad  sasttional  states  .  31    Produces  nonaal  eraotional 

states  • •   43 

Doss  not  provide  for  perscnal  Does  so  provide       •   •   .  .       81 

reaction, .self -express ion, 
etc 17 

Hot  a  true  test  by  sampling  •     28        Is  a  good  measure  of 

ability  .......         23 

Ihile  these  data  do  xkot  prove  that  the  self  examination  is  a 
better  loothod  tlian  the  set  examination,  yet  they  do  riiov  that  the  weight 
of  the  students*  opinion  is  in  fscvor  of  the  self  exaoination. 

fielatively,  large  votes  ware  recorded  ly  the  studants  as  to  tliree 
passible  wBsknemes  in  the  sslf  exBoilaation, 

(1)  Destroys  basis  for  grading, 

of  difficulty  of  grading  ......  21 

(2)  Uay  inculcate  bad  habits  of  study  ...  57 

(3)  May  be  unfair ...31 


U2. 


These  possible  waakxieaaes  must,  to  !>•  surev  b«  taksn  note  of* 
It  is  signifioatit,  hmtfvmr,  that  thqr  «>r*  nsarly  all  •ugg^sted  only  as 
poaaible  wmSBommamp  wad  not  «•  being  actually  ao*    Thar*  i«  a  vast  dif- 
ference liatw  aaying  "This  ia  so,"  aid  "This  laay  bo  the  cose  if  oon- 
ditions  rtiould  be  thus  or  so."    And  it'  is  jtwt  in  this  diffsrenoe  that 
the  eontraat  lies  betnreen  the  ireighing  of  the  set  sawwinstion  and  the 
evaluation  of  the  self  eaaEaalnatian  by  the  students*     In  the  «aae  of  the 
they  said  definitely  that  this  is  so,  vhile  in  the  latter  they 
praotioally  tnaninous  in  saying  that  this  loay  be  so  tindor  certain 
oonditions*     In  the  fonoer  there  wls  no  doubt,  tihile  in  the  latter  there 
vas  euoh  doubt  as  to  the  so-called  weakness,  and  this  doubt  alone  would, 
it  Sims,  operate  in  ftiTor  of  the  self  eaamination.     In  answer  to  this, 
en  the  other  hand,  it  mi^t  be  urged  with  a  coneiderable  degree  of  force, 
that  the  doubt  in  the  ninds  of  the  stitdents  'nas  due  rather  to  their  rela* 
tive  inexperience  and  tmftmiliarity  with  the  self  eaoonination,  while  in 
the  ease  of  the  set  eoamination  th^y  were  en  entirely  familiar  ground, 
and  that  with  greater  aequaintanoe  with  the  self  exaninaticn  such  doubt 
might  be  renoved*    This  is  a  point,  to  settle  which  there  is  no  data,  and 
•e  we  oay  not  decide  it*     It  must,  however,  be  dtily  rwicgnized.     It  night 
be  to  tlM  point  here  to  state  that  the  group  of  thirty-five  students  in 
Moeaticn  121,  of  wfaioh  meaxtica  has  already  been  wade,  were  a^ced  nhether 
they  would  be  willing  to  be  rated  in  their  college  work,  and  passed  or 
not  passed,  on  the  basis  of  the  self  esaninatian*    The  vote  stood: 

"Tee"  ...  54  "Bo"   ...  1. 


lis. 


The  Tot»  above  aay  b«  offered  In  answer  to  the  twenty-one  who 
gave  as  a  weakness  of  the  self  exaadnation  that  it  tends  to  destroy 
the  basis  of  grading,  or  increases  the  diffiotilty  of  iMirking.  The 
thirty-fomr  above  might  also  be  presented  as  a  part  answer  to  the 
forty-eight  who  aaid  In  effect  that  one  of  the  chief  -valTjes  of  the 
set  examination  was  the  fact  that  it  afforded  a  eonwenient  basis  for 
■arking  and  grading,  and  cheeking  up  on  the  work  of  the  stxidents. 
But,  it  mig^t  be  asked  whether  there  nay  not  be  some  other  worthwhile 
things  that  are  gained  in  coapensation  for  the  "oonTenient"  basis  that 
has  been  lost,  such  as  opportunity  or  prorision  for  the  special  interests 
of  the  students,  and  whether  to  encotirage  suoh  special  interests  nay 
not  be  of  even  greater  iaportanoe  than  the  basis  for  marking  that  has 
apparently  been  destroyed  in  the  self  examination. 

niat  the  set  examination  does  afford  a  better  basis  for  Marking 
is,  of  course,  granted,  and  this  is,  in  a  way, greatly  in  its  faror. 
But,  the  question  coaes.  Is  the  set  examination,  therefore,  the  better 
of  the  two  methods?  llay  there  not  be  some  di sad-vantages  arising  from 
the  use  of  this  method  that  far  outweigh  any  apparent  adTantages?  We 
hky  already  pointed  out  a  few  such  disadvantages  that  seem  to  stand 
out  as  a  result  of  this  questionnaire;  (l)  the  bad  study  habits  incul- 
cated by  said  set  examination;  and  (2)  the  unwholesome  emotional  states 
induced  by  such  examinations.  Thus  to  claim  its  conTenienee  as  a  basis 
for  marking  or  checking  rxp   on  the  work  of  the  stxKlents  as  a  merit  should 
always  be  considered  in  the  light  of  the  whole  effect  of  suoh  examinatimis. 


114. 


Vfty  it  not  b«  that  ire  are  paying  too  high  a  priee  for  this  Talue? 
The  answer*  of  the  students  would  seen  to  indicate  that  we  do. 

We  night  also  offer  as  an  answer  to  the  twwity««ie  students 
who  pointed  out  that  the  basis  of  narking  is  largely  destroyed  in 
the  self  exanination,  the  twenty«>four  students  who  suggested  that  a 
■eans  of  inpro-ring  the  set  examination  was  to  broaden  the  basis  of 
grading  or  narking*  thus  approaching  the  basis  of  the  self  examination. 

As  against  the  fifty-seven  who  stiggested  the  possibility  of  the 
self  examination  inculcating  bad  habits  of  study,  we  may  put  the  soTenty- 
two  who  Toted  that  their  study  in  preparation  for  the  self  exanination 
was  by  far  the  more  valuable.  Thus,  when  pxxt  to  a  test,  the  habits  of 
study  inctiloated  by  the  self  examination  seem  to  show  up  rather  well. 
So,  also,  against  the  thirty-one  who  indioated  that  the  self  examination 
night  be  unfair,  we  nay  again  put  the  thirty-four  out  of  the  thirty-five 
who  expressed  their  willingness  to  be  rated  in  their  college  work  on  the 
basis  of  the  self  examination. 

The  data  of  the  ninth  question  of  Part  II  serves  as  a  further 

oheek  on  the  data  above,  and  really  substantiates  suoh  data.  For  the 

sake  of  contrast,  we  shall  here  restate  that  data  in  brief.  In  ecai- 

paring  the  self  and  set  examinations,  eighty  students  took  a  definite 

stand  for  the  self  examination,  one  voted  for  the  set  examination, 

twenty  were  non-oomaittal  or  indefinite,  and  nine  did  not  vote  at  all. 

Typical  attitudes  toward  the  self  examination  are: 

"It  is  more  pleasant  even  though  it  may  take  twice  as  long  as 
to  answer  the  questicms  of  a  set  examination." 


fe-e.**- 


115. 


*It  is  a  paper  of  our  own  inTenti<»i  and  naturally  Is  nor* 
intarssting  and  not  so  Irksome  as  sosia  tasks." 

ThuSf  froa  arery  angla  visfwed,  the  vota  of  th«  students  is 

deoisively  in  fAvor  of  the  self  exaaination.  The  reasons  for  this 

attitude  that  have  stood  out  proednently  are: 

(1)  It  is  fair. 

(2)  It  allows  for  enough  time  to  do  the  work. 
(S)  It  is  oonducire  of  proper  emotional  states. 

(4)  It  proTides  opportunity  for  self  expression,  personal 

react i<m«  Judgments  of  worth. 

(5)  Allows  for  the  special  interests  of  the  students* 
Any  one  of  the  five  items  abore  would  alone  be  greatly  to 

the  credit  of  the  examinational  method  that  pro-rides  such  a  state  or 
opportunity.  The  fact,  then,  that  all  fire  are  given  as  inherent 
characteristics  of  the  self  examination  is  of  luxasual  significance. 


116. 


Chapter  VII. 
RETROSPECT. 

The  data  haring  all  been  presented  and  considered,  both 
separately  and  in  contrast,  and  such  interpretations  of  the  data 
as  seemed  to  arise  out  of  the  contrast  and  comparison,  made,  there 
remains  to  take  a  retrospect  of  the  study  as  a  trhole,  to  offer  such 
criticisms  of  the  procedure  as  may  be  desirable  or  justifiable,  to 
add  any  suggestions  for  a  further  study  of  the  problem,  as  might 
appear  to  be  necessary  or  adTi sable,  and  to  evaluate  the  net  results 
and  draw  suoh  conclusions  as  may  seem  to  follow. 

A.  Criticism  of  the  Method. 

It  was  stated  at  the  outset  that  the  pxirpose  of  the  study  was 
not  to  find  whether  or  not  there  was  this  or  that  kind  of  evidence, 
but  rather  to  find  out,  as  nearly  as  possible,  exactly  what  was  in 
the  minds  of  the  students  in  regard  to  these  matters.   It  was  with 
this  purpose  in  mind  that  the  questions  were  framed  after  the  manner 
in  which  they  were  given  in  the  questionnaire.  That  this  aim  was  or 
was  not  reached  does  not  appear  in  the  form  of  direct  evidence. 
There  is,  however,  some  indirect  evidence  that  sttch  aim  was  not  fully 
accomplished.  One  of  these  has  already  been  given,  the  eTident 
misinterpretation  of  several  of  the  questions,  as  shown  in  the  replies* 
There  are  one  or  two  others  that  deserve  mention,  and  which  may  not  be 
of  the  least  importance. 


117. 


It  will  be  noted  that  in  I,  1  and  7,  and  II,  1  and  6,  possible 
descriptiTe  terms  were  given  in  explanation  of  irhat  was  meant  by  the 
question.  The  query,  of  course,  comes,  "To  what  extent  did  these 
■uggestions  affect  the  answers  of  the  studentst"  This  possibility 
was  recognized  and  in  part  guarded  against  by  the  directions  to  the 
students,  (1)  not  to  limit  themselves  to  the  use  of  the  terms  suggested, 
but  to  notice  the  "etc.,"  and  (2)  to  describe  their  feelings  as  they 
actually  are  or  were  in  the  matter.  The  seune  terms  were  also  used« 
as  well  as  the  same  order  followed  in  every  instance.  There  is,  perhaps, 
sane  eridence  of  the  influence  of  suggnstion,  in  spite  of  these  pre- 
cautions, and  the  piling  up  of  seme  of  the  terms  as  a  consequence. 
But  this  does  not  explain  the  rather  frequent  occurrence  of  such  terms 
as  "anxious,"  "anxiety,"  "dread,"  "dreadful,"  "nervous,"  "nervousness," 
"worry,"  "worried,"  of  the  unfavorable  terms  in  the  case  of  the  set 
examination.   These  terms  appeared  in  the  aggregate,  fifty-one  times, 
or  in  nearly  fifty  per  cent  of  the  replies  to  answer  I,  1.  "Afraid," 
"anxiety,"  "anxious,"  "excited,"  "excitement,"  "nervous,"  "nervousness," 
"tenseness,"  "tension,"  and  "worried,"  appeared  in  I,  7,  the  mfavorable 
list,  fifty-four  times  in  all.  These  were  not  in  the  suggested  list, 
Heither  would  such  list  explain  the  appearance  of  the  terms,  used  in 
favor  of  the  self  examination,  in  II,  1,  as  "glad,"  "gladness," 
"interest,"  "interested,"  "relief,"  "relieved,"  and  "satisfied," 
"satisfaction,"  which  occurred  in  all  thirty  times;  nor  in  II,  6,  the 
terms  "interest,"  "interesting,"  and  "satisfaction,"  used  together 
thirty-seven  times.   "Enjoy,"  enjoyable,"  etc.,  used  alone  nine  times. 


118. 


ima  not  inoltided  with  tho  faTorablo  terms  aboTe*  as  it  night  be  said 
to  be  derired  from  or  was  suggested  by  the  term  "joy",  whioh  was  in 
the  list.  There  is  also  some  eTidenoe  that  this  suggested  list  Hiy 
hare  influenced  the  terras  in  fayor  of  the  set  examinatier-,  witness 
the  term  "pleasure,"  used  ten  times  in  I,  1;  and  the  unfarorable 
terwi  as  well  in  the  case  of  the  self  examination,  as  "resentment," 
used  six  times,  II,  1,   The  indefinite  or  neutral  terms  may  also  in  " 
both  cases  have  been  thus  influenced;  as,  "indifference,"  "indifferent," 
used  forty-one  and  twenty-fotur  times  respeotively  in  I,  1,  and  I,  7; 
and  twenty-one  and  seven  times  eaoh  in  II,  1,  and  II,  6« 

Since,  however,  there  is  no  -way  of  measuring  the  exact  influence 
such  list  of  terms  had  on  their  selection,  or  use,  all  we  may  do  ia 
to  call  attention  to  the  possibility  of  such  influence.   It  might  also 
be  suggested  that  the  wide  range  of  term*  selected  and  actually  used 
by  the  students  in  itself  may  be  an  evidence  that  they  consciously 
attempted  to  avoid  being  influenced  by  the  terms  In  the  list.  Th« 
investigator  would  be  inclined  either  to  omit  explanatory  terms  alto- 
gether, in  any  further  study  in  this  field,  and  to  adopt  some  other 
maans  of  making  clear  what  was  wanted,  or  else  to  try  to  give  an  in- 
elusive  list  of  descriptive  terms,  in  which  list  the  student  would  be 
asked  to  cheek  the  appropriate  term  or  terms. 

One  other  major  criticism  nay  be  offered,  and  that  is  the  one 
Involved  in  the  difficulty  encountered,  as  already  alluded  to,  in 


119. 


elassifying  the  replies  of  the  students  tinder  anything  Ilk©  mutually 
exolusiTe  terms,  without  perhaps  too  ouoh  forcing  and  the  possible 
loss  of  not  a  little  meaning  as  a  consequence.   To  avoid  this  diffi- 
culty, the  questionnaire  might  be  prepared  tinder  the  principle  of 
mutually  exclusive  term*,  if  that  were  possible,  and  another  sttidy 
■ade  tjnder  such  a  plan.  There  wotild  be  a  question,  however,  whether 
by  this  procedtjre  one  would  or  cotild  acttially  get  what  was  in  tha 
minds  of  the  students.   It  would  yet  seem  well  worth  while  to  tmder- 
take  a  new  study  after  the  manner  indicated.  And  this  leads  us  tip 
to  another  consideration  of  this  concluding  chapter,  viz.,  stiggestions 
of  still  tinsolved  problems,  and  which  wotild  consequently  require  further 
study, 

P.  Additional  Problems  for  Sttidy. 

In  addition  to  the  problems  8t:|ggested  by  this  study  and  already 
mentioned,  and  the  suggestions  for  ftirther  study  that  have  been  mada^ 
there  are  still  several  other  problems  not  as  yet  pointed  out,  that 
wotild  have  a  bearing  on  the  final  solution  of  the  relative  merits  of 
the  self  and  set  examinations  as  educational  means,  as  well  as  som 
suggestions  for  ftirther  study  that  should  be  made.   It  will  not,  of 
course,  be  possible  to  point  out  all  of  the  problems  that  might  arise 
in  the  solution  of  the  major  problem  stated  above.  We  nay  here  only 
outline  in  a  broad  imy   some  of  the  minor  yet  ftindamental  problsaa 
involved  in  the  tthole  question.  To  entmerate  just  a  few  of  thes* 
we  would  have,  (1)  the  matter  of  marking  or  grading  a  self  examination 


120. 


manuscript.  In  abolishing  the  list  of  questions  common  to  all  in 
the  set  exanination,  the  manuscripts  in  the  self  esnusinatlonf  both 
as  to  the  natter  of  approach  and  organlBatlon  are  often  as  different 
as  the  persona  writing  then.  Under  objections  to  the  r:elf  examination, 
II,  8,  this  ims  one  of  the  points  raised,  to  the  effect  that  the  self 
examination  tends  to  destroy  the  oooaon  basis  of  marking.  A  solution 
to  this  problem  might  be  in  the  direction  of  the  marking  scheme  adopted 
to  grade  term  papers,  inritten  on  different  subjects  by  the  different 
students.   (2)  A  second  inrestlgation  would  have  to  consider  to  iihat 
extent  the  self  examination  "opens  the  road  to  dishonesty,"  as  one 
student  put  it.  Would  It  open  the  door  to  cheating  any  more  -widely 
than  the  set  examination?  What  is  the  correlation  between  the  elasent 
of  chance  in  the  set  examination  and  the  cheating  that  is  done  in  such 
set  examination,  as  judged  by  (a)  newspaper  accounts  of  expulsions  for 
that  offense,  the  reports  of  the  Student  Affairs  CocBBittee,  as  published 
in  The  Dally  Californian;  (b)  the  personal  testimony  of  students, both 
oral  smd  written;  and  (o)  the  Implied  evidence  in  the  atten^t  itself 
to  estAblish  the  "honor  system*  in  exajainations?  To  triiat  extent  wotild 
the  self  examination  tend  to  become  a  formal  or  stereotyped  ntatter, 
and  thus  encourage  the  handing  down  of  prepared  manuscripts  by  on* 
student  generation  to  the  next?  Wotild  It  also  require  an  "honor 
system"  to  enforce  it?  Would  the  "open  door"  render  cheating  less  or 
more  probable?   (S)  A  third  problem,  and  partly  allied  to  the  foregoing 
problem  would  be  a  further  study  into  the  effect  on  the  study  habits 


121. 


of  the  Btudents  that  the  self  examination  -wotild  •otmlly  hare?  Would 
It  degenerate  into  mere  outlining  or  summarizing,  lacking  the  element 
of  interpretation  and  personal  reaction?  Would  students  oome  to  depend 
too  much  on  the  book?  What  are  the  study  habits  actually  engendered 
by  the  set  examination?  Which  method  tends  to  inculcate  the  better 
study  habits?   (4)  Another  problem  that  might  hare  been  considered  in 
connection  -with  (2)  and  (S)  above,  is.  Would  the  self  examination 
tend  to  be  unfair  to  the  conscientious  sttident  t*o  does  his  work 
daily,  by  permitting  the  slacker  to  "cram",  so  to  speak,  even  for  the 
self  examinatioi,  and  thus  be  able  to  write  a  paper  of  sufficient 
quality  or  worth  to  "get  by,"  with  perhaps  even  a  better  mark  than 
said  conscientious  student?  Would  It  give  more  opportunity  in  this 
direction  than  the  set  examination?   (5)  Would  a  general  use  of  th« 
self  examination  tend  to  Impair  memory;  or  rather,  would  it  fail  to 
provide  adequate  memory  training?  What  is  the  effect  or  the  set  * 
•xamlnation  on  memory? 

With  the  apparatxis  used  by  psychologists  U  measure  the  effects 
of  different  emotions  or  enotlonal  states  on  the  Individual  by  testing 
certain  secretions,  following  or  as  a  result  of  such  emotional  state, 
similar  tests  might  be  made  as  to  the  effects  of  the  emotional  states 
caused  or  produced  by  both  the  self  and  the  set  examination.  Which 
type  of  examination  is  conducive  of  the  better  emotional  states? 
What  is  the  effect  of  the  different  emotional  states  on  the  learning 
process?  All  these  problems  and  more  might  fittingly  be  taken  up  and 
investigated. 


122. 


If  it  should  be  found,  after  inveetigating  the  method  of  the 
self  examination  in  its  different  phases  as  suggested,  that  it  is  on 
the  whole  superior  to  the  set  examination  as  eduoaticmal  means,  there 
would  remain  the  further  problem  as  to  what  lerels  in  school  it  would 
be  adapted  for  use.  Could  it  be  used  with  equal  success  with  elementary 
school,  high  school,  and  college  or  university  students?  Is  it  peculiarly 
adapted  for  use  in  any  particular  school  level?  What  modiflca+.ions  wotild 
it  hare  to  undergo,  if  any,  withoirt  doing  violence  to  the  principle  of 
the  self  examination,  to  adapt  it  for  use  in  the  several  school  levels? 
We  should  also  have  to  consider  to  what  extent  it  is  adapted  for  -use 
in  any  and  all  subjects.  Are  there  some  subjects  that  would  not  readily 
lend  themselves  to  its  use?  Are  there  other  subjects  that  are  especially 
well  adapted  to  such  a  method?  What  subjects  fbll  into  each  category 
and  why?  What  adaptations  could  be  made  of  the  method  so  as  to  be 
:-uitable  for  use  in  subjects  that  might  at  first  be  thought  not  to  lend 
themselves  to  such  a  method? 

And  last,  but  not  least,  what  is  the  relation  of  bur  examinational 
methods  to  the  method  of  teaching?  Would  the  self  examination  be  adapted^ 
for  instance,  as  a  proper  method  of  examination  in  a  purely  lecture  a^nj 
assigned  reading  course?  Which  of  the  two  methods  is  the  better  adapted 
to  such  a  course?  Would  the  use  of  the  self  exam^' nation  demand  or  require 
a  fundamental  change  in  our  methods  of  teaching  in  order  to  make  the  use 
of  such  examination  most  valuable? 

After  we  had  answered  the  foregoing  questions  and  still  others 
besides,  and  had  brought  the  several  results  together,  we  might  hope 
to  give  a  more  adequate  answer  to  the  question,  "What  is  the  value  of 
the  self  examination  as  educational  means?" 


123. 


C.  The  Wet  Resultg. 

What*  then,  may  be  considered  to  be  the  net  of  results  of  the 
study?  In  the  first  place,  it  aay  be  safely  said  that  what  has  been 
clearly  shown  is  that,  so  far  as  this  particular  group  of  students  is 
concerned,  the  method  of  the  self  examination  is  by  far  more  acceptable 
than  the  set  examination.  This  fact  by  itself  is,  of  course,  not  oondu- 
siTe.  It  has  also  been  obserTed  that  students  more  readily  vote  a  vaca* 
tion  at  school  than  they  do  more  work.   It  is  the  reasons  for  this  greater 
acceptability  of  the  self  examination  that  are  significant.  Let  us  look 
into  this  matter  a  little  farther. 

They  held  the  self  examination  as  being  qttite  superior  to  the  set 
examination  because, 

(1)  It  creates  more  desirable  emotional  states  in  those  taking 

it  than  does  the  set  examination;  or,  it  eliminates  the 
objectionable  emotional  states  found  so  largely  present 
in  the  set  examination.   This  situation,  if  true,  and 
in  the  experiences  of  these  nearly  one  hundred  twenty 
students  it  was  found  true,  is  a  matter  of  no  little 
importance.  It  would  certainly  seem  to  be  a  great  gain 
to  eliminate  practically  all  the  fear  and  dread  of 
failing,  together  with  the  other  unhealthy  emotional 
states,  and  ought  to  add  Tery  materially  to  the  ef» 
fectiTeness  of  any  method  that  does  this. 

(2)  The  testimony  seemed  to  show  further  that  the  self  examination 

inculcates  the  better  study  habits.  As  one  sttident  put 
it,  the  difference  between  the  two  is  just  "the  difference 
between  thinking  and  boning."  Another  student  said  that 
the  self  examination  is  "more  of  a  thinking  process,  solv- 
ing problems  as  they  appear  in  your  mind,  such  as  one 
meets  all  the  time  in  life." 

Thus  the  consensus  of  opinion  of  the  students  in  favor  of  the 
self  examination  is  based  on  their  feeling  that  the  self  examination 


.5SX 


'©a  eril   ,0 


;.o  AtUrttBi  lo  J«a  ftii^ 


>tov  X  >TfO««  ft  "^Xji  «». 


'  ,  t>iiJ-  ax 

'J 

.    .^.,  -I 

;+  Oi  -t  ,7a 


>yF.>od 


■li-'¥»l     iH        SrfU- 


tX»8  erf*  i«i>  *•  '^^^* 


124. 


fits  on«  more  fully  to  meet  the  problems  of  life  than  does  the  set 
exaninatlon.   This  conclusion  is  in  direct  contrast  to  the  popular 
opinion  that  one  of  the  greatest  'values  of  the  set  examination  is 
the  alleged  training  it  giTes  students  in  meeting  and  adjusting 
thflBselvea  to  crises  in  life.   It  is  the  opinion  of  the  writer  that 
these  crises  are  far  less  numerous  than  is  ordinarily  believed,  and 
especially  than  is  assumed  to  be  the  ease  vhen  the  argument  is  used 
in  faTor  of  the  set  examination;  and  further,  that  when  these  crises 
do  come,  they  are  usually  of  a  kind  or  character  for  which  the  taking 
of  set  examinations  has  given  little  if  any  training.  Atthis  point 
there  is  opened  the  whole  controversy  of  formal  discipline,  general 
training,  or  the  transfer  of  training.  But  we  may  not  enter  into 
such  controversy  here.  We  believe,  however,  that  a  very  careful  study 
should  be  made,  (we  know  of  no  such  study)  as  to  what  extent  there  are 
really  comparable  or  similar  elemimts  between  the  actual  needs  or 
problems  of  life  and  the  training  or  power  required  to  meet  them,  and 
the  elements  present  in  and  the  training  given  by  the  set  examination. 
There  would  also  have  to  be  considered  the  question*  to  what  extent 
do  set  examinations  set  up  interferences  in  the  way  of  inculcating 
improper  study  habits  or  methods  of  work,  and  the  like,  and  thus  to 
that  degree  render  one   ineffective  rather  than  effective  in  meeting 
said  problems  of  life. 

It  was  suggested  that  the  simple  fact  that  the  students  found 
the  self  examination  the  more  acceptable  of  the  two  methods,  would  of 


125. 


it««lf  not  be  oonoluBiTe  aridenc*  in  flavor  of  aueh  exaalnation,  as  it 
■ight  b«  oonaidered  a  "snap*  or  a  "pipe**,  or  vfaatoTer  desoriptiTo  tern 
appliad  by  the  students  might  fit  here.  That  it  is  because  of  any  suoh 
quality  or  lack  of  quality  in  the  self  examination  that  it  «as  found 
more  aooeptable  is  refuted  both  by  the  ansvrers  of  the  students  thewielTes 
and  also  by  the  otnraeter  and  quality  of  the  manuscripts  turned  in«  as 
well  as  by  their  direct  testimony. 

Those  who  are  familiar  with  the  kind  and  eteraetar  of  the  usual 
set  examinations,  either  mid-terms  or  finals*  also  know  that  it  is  the 
wiuaual  student  irtio  is  able  to  write  aore  than  a  blue->bookfttl«  or  mrmn 
half  so  much,  in  a  fifty-minute  aid-term.  In  the  case  of  the  self 
•3Eaninati(m  the  student  who  does  not  write  a  blue-bookful  or  more  for 
suoh  aid-tens  is  the  exoeption.  Two  blue»bookfuls  is  not  unooamon, 
and  soaatiaes  eTen  four  and  five  such  books  are  turned  in  l^  a  student. 
This,  of  course,  does  not  proTe  anything  beyond  the  fact  that  they 
actually  do  spend  more  tiaa  on  the  self  eaaaination  than  on  the  set 
examination.  That  the  quality  of  the  foraer  is  -better  than  the  latter 
is  not  proved. 

Again*  it  is  the  almost  urmnimous  testimony  of  the  students  in 
answer  to  the  direct  question,  (not  made  a  part  of  this  study,  but 
always  asked  informally  of  the  students,)  as  to  which  aethod  of  exaai- 
nation  they  considered  the  harder,  and  which  requires  the  aore  work, 
that  the  self  examination  is  both  harder  and  requires  aore  work.  And 
we  have  already  seen  that  in  the  face  of  these  flaots  as  they  disooTered 
then,  that  the  almost  invariable  answer  is  that  they  prefer  the  self 
examination  to  the  set  exaalnation. 


126. 


Second,  the  inquiry  showed  further  that  the  self  examination 
was  more  acceptable  than  the  set  examination  for  the  reason  that  it 
■akes  what  seem  to  be  correct  appeals  to  the  instincts,  natire 
capacities,  powers,  or  tendencies,  such  as  self  activity,  initiatiT*, 
originality,  creatire  work,  and  special  interests  of  the  students, 
while  the  set  examination  to  them  was  found  inferior  in  these  respects. 

These  things  being  so,  there  is  the  indirect  conclusion  to  be 
drawn  that  the  self  examination  enlists  the  sympathies,  interest, 
hearty  support  and  cooperation  of  the  students  more  successfully  and 
to  a  greater  degree  than  does  the  set  examination.  This  was  also  the 
direct  testimony  in  their  evaluation  of  the  self  and  set  examinationa 
in  II,  9  of  the  questionnaire.   This  point  then  seems  to  be  conclusively 
••Ublished  both  by  the  direct  and  indirect  testimony  returned  in  the 
investigation. 

The  meaning  and  value  of  g;ood  will  toward,  sympathy  with, 
interest  in,  enthusiasm  for,  and  cooperation  with  a  method  in  education, 
all  other  things  being  equal,  cannot  well  be  overestimated.  But  we 
must  not  draw  the  hasty  conclusion  that,  therefore,  the  self  examination 
i«  better  as  educational  means  than  the  set  examination.  Such  a  eon* 
elusion  would  be  a  "non  sequitur."  We  said,  "all  things  being  equal.' 
All  things  may  not  be  equal.  Whether  or  not  they  are,  still  remains 
to  be  proved.  We  may,  however,  safely  say  that  in  these  respects  of 
■ynpathy  with,  the  enlisting  of  Interest,  and  support  for,  the  self 
examination  excels  the  set  examination,  and  this  of  itself  would  sa«a 
to  be  a  distinct  gain. 


n 


/Mt^ 


127. 


A  third  value  of  the  study  ie  this  approach  adopted  for  the 
solution  of  the  problem  of  examinations  as  educational  means.  It  opens 
vp   one  phase  of  the  whole  problem  that  has  not  been  largely  studied,  but 
which  certainly  must  be  considered  before  any  adequate  solution  can  be 
reached.   It  woxild  seem  to  be  an  axi(»  that  it  does  make  a  rery  great 
difference  what  those  to  whom  a  method  is  applied,  they  being  conscious 
of  such  method,  think  of  the  method  and  how  they  react  to  it  In  other 
respeot.s. 

Fourth,  new  light  has  been  thrown  on  the  set  examination  as 
educational  means,  and  its  effect  or  lack  of  effect  in  certain  directions 
and  to  a  certain  degree  hare  been  measured. 

Fifth,  the  amount  of  time  devoted  to  examinations,  as  well  as 
the  money  value  represented  by  such  time,  should  call  for  a  scientific 
study  of  the  problem,  to  determine  what  value  may  safely  be  attached 
to  examinations,  and  what  place  they  may  rightly  hold  in  our  educational 
scheme. 


REFERENCES. 


Cyclopedia  of  Education,  Exami nations,  1911.  Edited  by  Paul  Monroe. 


Earle,  S.  C.  Examinations  in  English.  English  Journal.  Vol.  III. 

December «  1914. 


Encyclopedia  Britannioa,  Examinations. 

Kemp,  E,  L.  History  of  Education,  1901.  J,  B.  Lippinoott  Company. 

Moore,  1.  C.  VThat  is  Education?  1915.  Oinn  and  Company. 


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